The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers
Teacher autonomy (TA) in parallel with learner autonomy affects the standards of education. In this survey, the relationship between teachers’ autonomy was focused on along with second language teaching styles and personality traits. To respond to three research questions, the required data were gat...
Main Authors: | , , |
---|---|
Format: | Article |
Language: | English |
Published: |
Taylor & Francis Group
2021-01-01
|
Series: | Cogent Education |
Subjects: | |
Online Access: | http://dx.doi.org/10.1080/2331186X.2021.1881203 |
id |
doaj-247201d243134de69fa79a65a271820b |
---|---|
record_format |
Article |
spelling |
doaj-247201d243134de69fa79a65a271820b2021-02-08T14:09:17ZengTaylor & Francis GroupCogent Education2331-186X2021-01-018110.1080/2331186X.2021.18812031881203The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachersElaheh Fadaee0Amir Marzban1Shaban Najafi Karimi2Islamic Azad UniversityIslamic Azad UniversityIslamic Azad UniversityTeacher autonomy (TA) in parallel with learner autonomy affects the standards of education. In this survey, the relationship between teachers’ autonomy was focused on along with second language teaching styles and personality traits. To respond to three research questions, the required data were gathered through convenience sampling by online distributing three sets of questionnaires, namely Pearson and Moomaw’s Teacher Autonomy Scale, Grasha’s Teaching Style Inventory, and Costa and McCrae’s NEO-Personality Inventory, which was responded by 156 EFL teachers, including both males and females. Then, SPSS 26 and AMOS 24 were used to analyze the data and the following results were obtained: (a) four items out of the five sub-constructs of a teaching style as well as four of the five sub-constructs of the personality traits were significant predictors of the teachers` autonomy; and (b) the mean score of the male teachers` overall autonomy was higher than that of the female teachers. Meanwhile, the findings are best suited for EFL academics who want to be more autonomous but are unaware of the influence it has on their teaching styles and personality traits.http://dx.doi.org/10.1080/2331186X.2021.1881203efl teachersteacher autonomysecond language teaching stylespersonality traitsgender |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Elaheh Fadaee Amir Marzban Shaban Najafi Karimi |
spellingShingle |
Elaheh Fadaee Amir Marzban Shaban Najafi Karimi The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers Cogent Education efl teachers teacher autonomy second language teaching styles personality traits gender |
author_facet |
Elaheh Fadaee Amir Marzban Shaban Najafi Karimi |
author_sort |
Elaheh Fadaee |
title |
The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers |
title_short |
The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers |
title_full |
The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers |
title_fullStr |
The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers |
title_full_unstemmed |
The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers |
title_sort |
relationship between autonomy, second language teaching styles, and personality traits: a case study of iranian efl teachers |
publisher |
Taylor & Francis Group |
series |
Cogent Education |
issn |
2331-186X |
publishDate |
2021-01-01 |
description |
Teacher autonomy (TA) in parallel with learner autonomy affects the standards of education. In this survey, the relationship between teachers’ autonomy was focused on along with second language teaching styles and personality traits. To respond to three research questions, the required data were gathered through convenience sampling by online distributing three sets of questionnaires, namely Pearson and Moomaw’s Teacher Autonomy Scale, Grasha’s Teaching Style Inventory, and Costa and McCrae’s NEO-Personality Inventory, which was responded by 156 EFL teachers, including both males and females. Then, SPSS 26 and AMOS 24 were used to analyze the data and the following results were obtained: (a) four items out of the five sub-constructs of a teaching style as well as four of the five sub-constructs of the personality traits were significant predictors of the teachers` autonomy; and (b) the mean score of the male teachers` overall autonomy was higher than that of the female teachers. Meanwhile, the findings are best suited for EFL academics who want to be more autonomous but are unaware of the influence it has on their teaching styles and personality traits. |
topic |
efl teachers teacher autonomy second language teaching styles personality traits gender |
url |
http://dx.doi.org/10.1080/2331186X.2021.1881203 |
work_keys_str_mv |
AT elahehfadaee therelationshipbetweenautonomysecondlanguageteachingstylesandpersonalitytraitsacasestudyofiranianeflteachers AT amirmarzban therelationshipbetweenautonomysecondlanguageteachingstylesandpersonalitytraitsacasestudyofiranianeflteachers AT shabannajafikarimi therelationshipbetweenautonomysecondlanguageteachingstylesandpersonalitytraitsacasestudyofiranianeflteachers AT elahehfadaee relationshipbetweenautonomysecondlanguageteachingstylesandpersonalitytraitsacasestudyofiranianeflteachers AT amirmarzban relationshipbetweenautonomysecondlanguageteachingstylesandpersonalitytraitsacasestudyofiranianeflteachers AT shabannajafikarimi relationshipbetweenautonomysecondlanguageteachingstylesandpersonalitytraitsacasestudyofiranianeflteachers |
_version_ |
1724279782427852800 |