The important role of individual differences in affecting teachers’ involvement in and professional development through research has received little systematic attention in theoretical discussions and empirical studies on teacher research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers’ Big Five personality traits, motivation to conduct research (through self-determination theory’s intrinsic and extrinsic motivations alongside the avoidance motivation construct), and teacher research involvement (TRI). Using a survey method, data were gathered from 253 Iranian school English teachers (SETs) and subjected to correlational and structural equation modeling (SEM) analyses. Notably, SEM results demonstrated that Openness to Experience, Conscientiousness, Agreeableness, and Neuroticism significantly predicted the motivational constructs which themselves predicted TRI. Moreover, the effects of these four traits on TRI were fully mediated through the motivational constructs. Implications for theory, policymaking, and professional development in the teacher research field are proposed.

个体差异通过研究影响教师参与和专业发展的重要作用在教师研究的理论讨论和实证研究中很少得到系统的关注。因此，依靠现有文献和我们提出的理论模型，我们调查了语言教师的大五人格特征、进行研究的动机（通过自我决定理论的内在和外在动机以及回避动机结构）和教师之间可能存在的联系。研究参与（TRI）。使用调查方法，从 253 名伊朗学校英语教师 (SET) 收集数据，并对其进行相关和结构方程模型 (SEM) 分析。值得注意的是，SEM 结果表明，对经验的开放性、责任心、宜人性和神经质显着预测了本身预测 TRI 的动机结构。此外，这四个特征对 TRI 的影响完全是通过动机结构来调节的。提出了对教师研究领域的理论、政策制定和专业发展的启示。