Document Type : Original Article

Authors

• Zahra Akbarzade Farkhani ¹
• Azam Sepehri ²
• Farzad Rostami ³

¹ Islamic Azad University, Department of Education, Quchan Branch

² International Emam Reza University of Mashhad, Education department, Chenaran Branch

³ English department, Islamic Azad University, Baneh Branch

Abstract

High learning and student achievement are dependent on the skills teachers use and the existence of professional expertise such as teacher reflectivity. This paper examines the relationship between EFL teachers' reflectivity and teacher autonomy and resilience. Totally, 123 EFL teachers were selected through convenience sampling. This quantitative research used three questionnaires as research instruments to gather the data: English Language Teacher Reflectivity Inventory (ELTRI);(developed by Akbary. et al,2010), the Teaching Autonomy Scale (TAS), presented by Pearson and Moomaw (2005), and Teacher Resilience Scale (TRS) by (Daniilidou & Plasidou, 2018). The data were gathered from different online platforms. Data analysis by SPSS software through the Spearman correlation coefficient revealed a significant relationship between reflectivity and resilience among Iranian EFL teachers. The results also demonstrated a statistically significant relationship between EFL teachers' reflectivity and resilience components. However, the findings of this study showed no relationships between resilience and autonomy and between reflectivity and autonomy. The results of this study may be useful for EFL teachers, educators, material developers, and educational authorities.

Keywords

• EFL teachers
• Teacher autonomy
• Teacher reflectivity
• Teacher resilience