Teacher Autonomy and Personality Traits: A Comparative Study of Iranian Male and Female EFL Teachers
محورهای موضوعی : Research PaperElaheh Fadaee 1 , Amir Marzban 2 , Shaaban Najafi Karimi 3
1 - Department of English Language Teaching, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
2 - Department of English Language Teaching, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
3 - Department of English Language Teaching, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
کلید واژه: gender, Personality traits, EFL teachers, Teacher autonomy, The Big-Five Factor,
چکیده مقاله :
Teacher autonomy and teacher personality, both affecting teaching and learning processes, were focused on in this gender-comparative study. The required data was gathered through convenience sampling by online distributing two sets of questionnaires, which were responded by 156 Iranian EFL teachers, including both males and females. Then, SPSS-26 was used to analyze the data in this quantitative correlational survey to answer the two research questions, and the results indicated that a) among the five sub-constructs of personality traits, the Extraversion construct stayed on the first place according to its correlation degree to teacher autonomy, which was assessed very strong; b) male teachers naturally felt more sense of autonomy than females did; also, they are more extraverted, open, and conscientious than female teachers. Finally, Self-Determination Theory (SDT) was applied to support the acquired results. This survey can be best suited for EFL teachers to become more sensitive about their personality constructs.
Alibakhshi, G. (2011). On the impacts of gender and personality types on iranian efl teachers' teaching efficacy and teaching activities preferences. Iranian Journal of Applied Linguistics, 14(1), 1-22.
Andabai, P. W., & Basuo, B. k (2013). Teacher's personality and classroom management of tertiary institutions in nigeria: The issues and perspectives Journal of Educational and Social Research, 3(6), 113–118. doi:https://doi.org/10.5901/jesr.2013.v3n6p113
Bartlett, L. (2005). Dialogue, knowledge, and teacher‐student relations: Freirean pedagogy in theory and practice. Comparative Education Review, 49(3), 344-364. doi:10.1086/430261
Behnam, B., & Bayazidi, M. (2013). The relationship between personality types and teaching styles in iranian adult tefl context. Global Journal of Foreign Language Teaching, 2, 21–32.
Benson, P., & Huang, J (2008). Autonomy in the transition from foreign language learning to foreign language teaching. DELTA, 24, 421–439. doi:https://doi.org/10.1590/S0102-44502008000300003
Blašková, M., Blaško, R., Jankalová, M., & Jankal, R. (2014). Key personality competences of university teacher: Comparison of requirements defined by teachers and/versus defined by students. Procedia - Social and Behavioral Sciences, 114, 466-475. doi:https://doi.org/10.1016/j.sbspro.2013.12.731
Brescoll, V. L., & Uhlmann, E. L. (2008). Can an angry woman get ahead?: Status conferral, gender, and expression of emotion in the workplace. Psychological Science, 19(3), 268-275. doi:10.1111/j.1467-9280.2008.02079.x
Chastain, K. (1975). Affective and ability factors in second language learning. Language Learning, 25(1), 153-161. doi:https://doi.org/10.1111/j.1467-1770.1975.tb00115.x
Cheng, A., & Zamarro, G. (2016). Measuring teacher conscientiousness and its impact on students: Insight from the measures of effective teaching longitudinal database Economics of Education Review, 64, 251–260. doi:https://doi.org/10.1016/j.econedurev.2018.03.001
Costa Jr., P. T., & McCrae, R. R. (1992). Revised neo personality inventory (neo-pi-r) and neo five-factor inventory (neo-ffi) manual. Odessa, fl: Psychological assessment resources. .
Costa Jr., P. T., Terracciano, A., & McCrae, R. R (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81(2), 322–331. doi:https://doi.org/10.1037/0022-3514.81.2.322
Dahlan, D., Sulastiana, M., Harding, D., & Sumantri, S. (2016). Gender differences in neuroticism on college students. Paper presented at the 2nd Asean Conference on Psychology & Humanity, University of Padjadjaran Bandung, Indonesia. Retrieved from http://mpsi.umm.ac.id/files/file/723%20-%20728%20Djudiyah%20Dahlan.pdf
Deci, E. L., & Ryan, R. M (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi:https://doi.org/10.1207/S15327965PLI1104_01
Dodge, A. F. (1948). A study of the personality traits of successful teachers. Occupations: The Vocational Guidance Journal, 27(2), 107-112. doi:https://doi.org/10.1002/j.2164-5892.1948.tb01469.x
Ellis, R. (1985). Understanding second language acquisition. Oxford, uk: Oxford university press.
Erton, I. (2010). Relations between personality traits, language learning styles and success in foreign language achievement. Journal of Education, 38(38), 115–126.
Fadaee, E., Marzban, A., & Najafi Karimi, S. (2021). The relationship between autonomy, second language teaching styles, and personality traits: A case study of iranian efl teachers. Cogent Education, 8(1), 1881203. doi:10.1080/2331186X.2021.1881203
Fallah, S., & Gholami, H. (2014). The relationship between teachers' mediation and teacher autonomy. International Journal of Language Learning and Applied Linguistics World, 7(3), 425–433.
Faltis, C., & Hudelson, S (1994). Learning english as an additional language in k-12 schools. TESOL Quarterly, 28(3), 257–468. doi:https://doi.org/10.2307/3587303
Friedman, H. S., & Schustack, M. W. (2016). Perspectives on personality: Classic theories and modern research. San marcos, california: California state university.
Galluzzo, G. R. (2005). Performance assessment and renewing teacher education the possibilities of the nbpts standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 78(4), 142-145. doi:10.3200/TCHS.78.4.142-145
Garcia, P., Kupczynski, L., & Holland, G. (2011). Impact of teacher personality styles on academic excellence of secondary students. National Forum of Teacher Education Journal, 21(3), 1-8. Retrieved from http:/ /www .nationa lforum.com /Electronic% 20Journal%20Volumes/Garcia,%20Patricia%20Impact%20of%20Teacher%20Personality%20Styles%20NFTEJ%20V21%20N3%202011.pdf
Hamachek, D. (1969). Characteristics of good teachers and implications for teacher education. The Phi Delta Kappan, 50(6), 341-345.
Han, L. (2017). The connotations of language teacher autonomy. English Language Teaching, 10(10), 135-139. doi: https://doi.org/10.5539/elt.v10n10p134
Henson, R., & Chambers, Sh. M. (2002). Personality type as a predictor of teaching efficacy and classroom control beliefs in emergency certification teachers. Paper presented at the annual meeting of the southwest educational research association, austin, texas.
Ikpi, E. E., Enya, D. B., & Johnny, U. A. (2014). The influence of personality trait on the academic performance of secondary school students in cross river state, nigeria. Iosr. Journal of Humanities and Social Science, 19(3), 12-19. doi:https://doi.org/10.9790/0837-19311219
Judge, T. A., Livingston, B. A., & Hurst, Ch. (2012). Do nice guys and gals really finish last? The joint effects of sex and agreeableness on income. Journal of Personality and Social Psychology, 102(2), 390–407. doi: https://doi.org/10.1037/a0026021
Kell, H. J. (2019). Do teachers' personality traits predict their performance? A comprehensive review of the empirical literature from 1990 to 2018. ETS Research Report Series,(1), 1-27. doi:https://doi.org/10.1002/ets2.12241
Keshavarz, M., Jafari, A., Salahshor, M., & Vaziri, S. A. (2013). Study of the relationships between cognitive styles, personality traits and academic achievement. Journal of Torbat Heydariyeh University of Medical Sciences,1(1), 11-19. Retrieved from http:/ /jms. thums.ac.ir/files/site1/user_files_7bf497/admin-A-10-1-2-1c78fef.pdf
Khodadadi, E., & Mirjalili, P. (2013). Foreign language achievement and its relation to teacher effectiveness and personality. Journal of Studies in Social Sciences, 2(2), 191–210.
Kim, L. E., Dar-Nimrod, I., & MacCann, C. (2018). Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. Journal of Educational Psychology, 110(3), 309-323. doi:https://doi.org/10.1037/edu0000217
Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31(1), 163-195. doi:10.1007/s10648-018-9458-2
Kim, L. E., & MacCann, C. (2018). Instructor personality matters for student evaluations: Evidence from two subject areas at university. British Journal of Educational Psychology, 88(4), 584-605. doi:https://doi.org/10.1111/bjep.12205
Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. doi:https://doi.org/10.1016/j.edurev.2014.06.001
Lamke, T. A. (1951). Personality and teaching success. The Journal of Experimental Education, 20(2), 217-259. doi:10.1080/00220973.1951.11010441
Lepine, S. A. (2007). The ruler and the ruled: Complicating a theory of teaching autonomy. (doctoral dissertation, university of texas libraries, austin, united states).
Moomaw, W. E. (2005). Teacher-perceived autonomy: A construct validation of the teacher autonomy scale. (doctoral dissertation, the university of west florida, pensacola, united states).
Naseri Karimvand, P. (2011). The nexus between iranian efl teachers' self-efficacy, teaching experience and gender. English Language Teaching, 4(3), 171-183. doi:https://doi.org/10.5539/elt.v4n3p171
Navidnia, H. (2009). Psychological characteristics of english language teachers: On the relationship among big five personality traits and teacher efficacy beliefs. JOURNAL OF ENGLISH LANGUAGE STUDIES, 1(1), 79-99.
Ornstein, A. C. (1990). A look at teacher effectiveness research—theory and practice. NASSP Bulletin, 74(528), 78-88. doi:10.1177/019263659007452814
Otten, S. (2020). Gender-specific personality traits and their effects on the gender wage gap: A correlated random effects approach using soep data. Soep papers on multidisciplinary panel data research, university of hamburg.
Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 38-54.
Pearson, L. C., & Hall, B. W. (1993). Initial construct validation of the teaching autonomy scale. The Journal of Educational Research, 86(3), 172-178. doi:10.1080/00220671.1993.9941155
Pishghadam, R., & Sahebjam, S. (2012). Personality and emotional intelligence in teacher burnout. The Spanish journal of psychology, 15(1), 227-236. doi:10.5209/rev_SJOP.2012.v15.n1.37314
Pritchard, D. F. L. (1952). An investigation into the relationship between personality traits and ability in modern languages. British Journal of Educational Psychology, 22(2), 147-148. doi:https://doi.org/10.1111/j.2044-8279.1952.tb02817.x
Reeve, J., Jang, H.-R., & Jang, H. (2018). Personality-based antecedents of teachers' autonomy-supportive and controlling motivating styles. Learning and Individual Differences, 62, 12-22. doi:https://doi.org/10.1016/j.lindif.2018.01.001
Rossier, R. (1976). Extroversion-introversion as a significant variable in the learning of oral english as a second language. (doctoral dissertation, university of southern california, los angeles, california, united states). doi:http://digitallibrary.usc.edu/cdm/ref/collection/p15799coll26/id/449226
Ryan, R. M., & LaGuardia, J. G. (1999). Achievement motivation within a pressured society: Intrinsic and extrinsic motivation to learn and the politics of school reform. In t. Urdan (ed.), advances in motivation and achievement (pp. 45–85).Greenwich, ct: Jai press.
Saha, L. J., & Dworkin, A. G. . (2009). Teachers and teaching in an era of heightened school accountability: A forward look. International handbook of research on teachers and teaching. 21, 1177-1185. doi:https://doi.org/10.1007/978-0-387-73317-3_76
Saljoughi, S., & Nemati, A. (2015). The relationship between teacher autonomy and learner autonomy among efl students in bandar abbas. International Journal of Language Learning and Applied Linguistics World, 9(2), 178–185.
Scheibner-Herzig, G., Thiele, A., Jelinek, G., & Kokoschka, S. (1984). A study of foreign language achievements and personality variables in 15-year-old pupils. TTL Review of Applied Linguistics, 65(1), 43–56. doi:https://doi.org/ 10.1075/itl.65.03sch
Schmitt, D. P., Realo, A., Voracek, M., & Allik, J. (2008). Why can't a man be more like a woman? Sex differences in big five personality traits across 55 cultures. Journal of Personality and Social Psychology, 94(1), 168–182. doi:https://doi.org/10.1037/0022-3514.94.1.168
Smart, J. C., Elton, C. F., & Burnett, C. W. (1970). Underachievers and overachievers in intermediate french. The Modern Language Journal, 54(6), 415-420. doi:10.2307/322830
Smith, P. B., Dugan, S., & Trompenaars, F. (1997). Locus of control and affectivity by gender and occupational status: A 14 nation study. Sex Roles, 36(1), 51-77. doi:10.1007/BF02766238
Strong, M. (1983). Social styles and the second language acquisition of spanish-speaking kindergartners. TESOL Quarterly, 17(2), 241-258. doi:https://doi.org/10.2307/3586652
Suter, P. H. (1977). Using audio‐visual study lessons to teach the unprepared student. School Science and Mathematics, 77(3), 247. doi:https://doi.org/10.1111/j.1949-8594. 1977 .tb09352.x
Thompson, R. A. (1986). Temperament, emotionality, and infant social cognition. New Directions for Child and Adolescent Development (31), 35-52. doi:https: //doi. org/ 10. 1002/cd.23219863104
Tope, O. (2011). The influence of peer group on adolescent's academic performance: A case study of some selected schools in ogun state. Nigeria: Egobooster books.
Trougakos, J. P., Hideg, I., Cheng, B. H., & Beal, D. J. (2013). Lunch breaks unpacked: The role of autonomy as a moderator of recovery during lunch. Academy of Management Journal, 57(2), 405-421. doi:10.5465/amj.2011.1072
Tucker, G. R., Hamayan, E., & Genesee, F.H (1976). Affective, cognitive and social factors in second language acquisition. The Canadian Modern Language Review, 32(3), 214-226.
Webb, P. T. (2002). Teacher power: The exercise of professional autonomy in an era of strict accountability. Teacher Development, 6(1), 47-62. doi:10.1080/13664530200200156
Witty, P. (1947). An analysis of the personality traits of the effective teacher. The Journal of Educational Research, 40(9), 662-671. doi:10.1080/00220671.1947.10881565
Wong-Fillmore, L. (1983). The language learner as an individual: Implications of research on individual differences for the esl teacher. In m. A. Clarke, & j. Handscombe (eds.),on tesol (pp. 157–173). Washington, dc: Tesol.
Zhang, O., & Watkins, D. (2007). Conceptions of a good tertiary EFL teacher in China. TESOL Quarterly, 41(4), 781–790. doi: https://doi.org/10.1002/j.1545-7249.2007.tb00103.x
