Abstract

Teacher autonomy (TA) in parallel with learner autonomy affects the standards of education. In this survey, the relationship between teachers’ autonomy was focused on along with second language teaching styles and personality traits. To respond to three research questions, the required data were gathered through convenience sampling by online distributing three sets of questionnaires, namely Pearson and Moomaw’s Teacher Autonomy Scale, Grasha’s Teaching Style Inventory, and Costa and McCrae’s NEO-Personality Inventory, which was responded by 156 EFL teachers, including both males and females. Then, SPSS 26 and AMOS 24 were used to analyze the data and the following results were obtained: (a) four items out of the five sub-constructs of a teaching style as well as four of the five sub-constructs of the personality traits were significant predictors of the teachers` autonomy; and (b) the mean score of the male teachers` overall autonomy was higher than that of the female teachers. Meanwhile, the findings are best suited for EFL academics who want to be more autonomous but are unaware of the influence it has on their teaching styles and personality traits.

摘要

教师自主（TA）与学习者自主同时影响教育水平。在这项调查中，教师自主性与第二语言教学风格和人格特质之间的关系被重点研究。为了回答三个研究问题，通过在线分发三组问卷（即Pearson和Moomaw的教师自主量表，Grasha的教学风格量表以及Costa和McCrae的NEO人格量表）在线方便抽样，收集了所需的数据。 EFL教师，包括男性和女性。然后，使用SPSS 26和AMOS 24来分析数据，并获得以下结果：（a）教学风格的五个子结构中的四个项目以及人格特质的五个子结构中的四个是教师自主权的重要预测因素；（b）男教师整体自治的平均分数高于女教师。同时，这些发现最适合希望更加自主但又不了解其对他们的教学风格和人格特质有影响的EFL学者。