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

The present study was tried to investigate the relationship between English Language Teachers’ autonomy and their Neuro-linguistic Programming (NLP). The researcher used, a group of 129 experienced English language teachers at various schools in Bandarabbas in different levels. they received two questionnaires namely Teaching Autonomy Scale (Pearson & Moomaw, 2005); and Reza Pishghadam’s Neuro-linguistic Programming Questionnaire (2011). After being verified, 129questionnaires which had been thoroughly completed were selected and carefully examined. In the data analysis stage, the researcher was supposed to pick out the accurate correlational measure. In this research, 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 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.

The Relationship between Iranian EFL Teachers’ Autonomy and Their Neuro-Linguistic Programming Keywords:

curriculum autonomy , general autonomy , neuro-linguistic programming (NLP) , relationship , total autonomy