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ERIC Number: EJ1128752
Record Type: Journal
Publication Date: 2014-Jun
Pages: 9
Abstractor: As Provided
ISSN: EISSN-2203-4714
The Interface between Iranian EFL Instructors' Personality and Their Self-Efficacy
Rahimi, Ali; Saberi, Maryam
Advances in Language and Literary Studies, v5 n3 p134-142 Jun 2014
In recent years, teachers' self-efficacy has demonstrated a profound influence on the daily lives of teachers and their students. However, little is known about the relationship between teachers' personality traits and their self-efficacy. To gain more insight into this area, this study sought to explore the interface between 100 male and female EFL instructors' personality and their self-efficacy at 11 English language institutes in Bandar Abbas, Iran. In order to glean data, two instruments were applied: the NEO Five Factor Inventory (NEO-FFIR), and Second Language Teaching Efficacy Scale (SLTES). Moreover, to see whether there was a significant relationship between the variables under study, Spearman Rank Order Correlation was applied to analyze the data. At the end, the results revealed a significant relationship between EFL instructors' personality and their self-efficacy. In addition, it is concluded that there is a meaningful and positive relationship between Extroversion, Openness, Agreeableness, Conscientiousness, and the traits of self-efficacy; nevertheless, the relationship between Neuroticism and each trait of self-efficacy turns out to be negative. Moreover, the results revealed that Agreeableness is the best predictor for student engagement, extraversion is the most important predictor for instructional strategies and classroom management, and the best predictors of self-efficacy are classroom management for extraversion and student engagement for agreeableness.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Identifiers - Assessments and Surveys: NEO Five Factor Inventory
Grant or Contract Numbers: N/A