Open AccessThe Relationship Between EFL Teachers’ Professional Identity and Professional Autonomy
Author(s) -
Ekru Dilek,
Betul Altas
Publication year - 2022
Publication title -
asian journal of education and training
Language(s) - English
Resource type - Journals
ISSN - 2519-5387
DOI - 10.20448/edu.v8i1.3806
Subject(s) - autonomy , identity (music) , turkish , psychology , pedagogy , professional development , mathematics education , political science , linguistics , philosophy , physics , acoustics , law
This study aims to identify 250 Turkish EFL teachers’ level of professional identity and professional autonomy. This study also aims to investigate whether the results differ by gender, the school in which they work, education level and work experience. Furthermore, the study aims to identify whether there is a significant relationship between EFL teachers’ professional identity and their professional autonomy. In this survey-based research, the results demonstrate that EFL teachers have a very high level of professional identity and a high level of professional autonomy, and the results differ by EFL teachers’ gender, school type and work experience. Results also reveal that there was a significant, positive and moderate relationship between professional identity and professional autonomy of EFL teachers. This study suggests that the freer EFL teachers feel to make decisions in their teaching and profession, the more they can define their identity in the teaching profession.