Balancing Perfectionism and Autonomy in AI-Integrated EFL Abstract Teaching

Teachers belong to the education system at large, and their behavioral traits, such as perfectionism and autonomy, have an impact on their professional success. The current study examined the relationships between perfectionism, autonomy, and AI usage among ۸۲ Iranian EFL instructors. The study participants were assessed using the application of the Multidimensional Perfectionism Scale (Hewitt & Flett, ۱۹۹۱), the Teacher Autonomy Questionnaire (Pearson & Hall, ۱۹۹۳), and an AI Integration Survey designed for the frequency of AI utilization and teacher attitudes towards AI technology. Correlational analysis revealed significant positive relationships among the three variables: perfectionism, autonomy, and adoption of artificial intelligence. The results imply that teachers who use AI during their teaching seem to have more autonomy along with higher standards of professionalism. This study highlights how AI systems, though intended to automate teaching processes, form a source of external algorithmic control to perpetuate maladaptive perfectionism. The research therefore has at least to do with the necessity for teachers to become AI literate and be critical in their application of AI; skills deemed indispensable to maximizing the advantages of contemporary technology without losing command over the educational process. With these findings in mind, educators might undertake to implement initiatives conducive to developing educational progress programs so that they may use AI effectively and ethically.

Keywords:

Perfectionism , Teacher Autonomy , Artificial Intelligence , EFL Teaching , AI-Driven Pedagogy