The Relationship between EFL Teachers' Professional Identity and Professional Autonomy

Autor/inn/en	Dilek, Ekru; Altas, Betul
Titel	The Relationship between EFL Teachers' Professional Identity and Professional Autonomy
Quelle	In: Asian Journal of Education and Training, 8 (2022) 1, S.22-33 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dilek, Ekru) ORCID (Altas, Betul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2519-5387
Schlagwörter	Correlation; Professional Autonomy; Professional Identity; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Decision Making; Gender Differences; Teacher Attitudes; Institutional Characteristics; Foreign Countries; Questionnaires; Pedagogical Content Knowledge; Work Experience; Educational Attainment; Turkey + Suchen Sie Ihr Suchwort? Korrelation; Berufsfreiheit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Decision-making; Entscheidungsfindung; Geschlechterkonflikt; Lehrerverhalten; Ausland; Fragebogen; Pädagogische Kompetenz; Employment experience; Job experience; Occupational experience; Berufserfahrung; Bildungsabschluss; Bildungsgut; Türkei
Abstract	This study aims to identify 250 Turkish EFL teachers' level of professional identity and professional autonomy. This study also aims to investigate whether the results differ by gender, the school in which they work, education level and work experience. Furthermore, the study aims to identify whether there is a significant relationship between EFL teachers' professional identity and their professional autonomy. In this survey-based research, the results demonstrate that EFL teachers have a very high level of professional identity and a high level of professional autonomy, and the results differ by EFL teachers' gender, school type and work experience. Results also reveal that there was a significant, positive and moderate relationship between professional identity and professional autonomy of EFL teachers. This study suggests that the freer EFL teachers feel to make decisions in their teaching and profession, the more they can define their identity in the teaching profession. (As Provided).
Anmerkungen	Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01