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The present study was an attempt to investigate the relationship between English Language Teachers’ autonomy and their Neuro-linguistic Programming (NLP). To this end, a group of 200 experienced English language teachers at various language schools in Tehran, inter alia, Asre Zaban Language Academy, were given two questionnaires namely Teaching Autonomy Scale (Pearson & Moomaw, 2005); and Reza Pishghadam’s Neuro-linguistic Programming Questionnaire (2011) among which 162 instruments were returned. After being verified, 129 questionnaires which had been thoroughly completed were selected and carefully examined. At the outset of the data analysis stage, the researcher was supposed to pick out the accurate correlational measure. In this effort, assumptions of linearity of the relationship between the variables and normality of the data were verified and, as a result, Spearman rho was employed. The findings of an in-depth data analysis revealed that the null hypothesis of the study was to a large extent supported. That is to say, exclusive of General autonomy which was positively and significantly related to NLP, other sub-categories of autonomy—Curriculum and Total, were not correlated significantly with NLP.

Investigating the Relationship between Iranian EFL Teachers’ Autonomy and Their Neuro-Linguistic Programming