EFL Teacher Reflection in Relation to Teacher Autonomy & Resilience

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, ۱۲۳ 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,۲۰۱۰), the Teaching Autonomy Scale (TAS), presented by Pearson and Moomaw (۲۰۰۵), and Teacher Resilience Scale (TRS) by (Daniilidou & Plasidou, ۲۰۱۸). 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