چکیده:
The present study is an attempt to find out whether there is a significant relationship between EFL teachers’ Big Five personality traits and their self-concept. In addition, ittried to examine if there is any significant relationship between teachers' teaching experienceand their self-concept. 112 EFL teachers participated in this study. They were asked to complete NEO Five Factor Inventory and Teacher Self-concept Evaluation Scale. Data were analyzed using Correlation, Multiple Regressions, and ANOVA. Results indicated thatself-concept was significantly correlated with four components of the Big-Five personality traits.It was positively related with "Neuroticism", "Openness to experience" and "Conscientiousness", but negatively related with "Agreeableness". It was also revealed that there was not any statistically significant difference among the three groups (low, mid, and high experience EFL teachers) with respect to their self-concept. The overall results of the study were discussed, and the implications for policy and practice were made.
خلاصه ماشینی:
ir Abstract The present study is an attempt to find out whether there is a significant relationship between EFL teachers’ Big Five personality traits and their self- concept.
It was also revealed that there was not any statistically significant difference among the three groups (low, mid, and high experience EFL teachers) with respect to their self-concept.
Is there any significant relationship between EFL teachers’ Big Five personality traits and their self-concept as teachers?
However, as far as the researchers know, no studies regarding the relationship between EFL teachers’ Big Five Personality Traits and their Self-concept have been done so far.
1. First Null-hypothesis H01:"There is no significant relationship between EFL teachers’ Big Five personality traits and their self-concept as teachers".
Discussion The fist research question of this study was about the relationship between EFL teachers’ Big Five personality traits and their self-concept as teachers.
As it is indicated in tables 3 and 4, the participants’ performance showed a significant relationship between EFL teachers’ Big Five personality traits and their self- concept as teachers.
Taking personality traits into consideration, the results of this study lend supports to the findings of Ikpi, Enya, and Johnny (2014), Ghyasi, Yazdani, and AminiFarsani (2013), Ghoreyshi (2013), Roohani and Forouzandeh (2013), De Feyter, Caers, Vigna, and Berings (2012), Sadeghi, MohdKasim, Hoon Tan, and Abdullah (2012), Poropat (2009), Navidnia (2009), Bidjerano and Yun Dai (2007), Komarraju and Karau (2005), Hassanzadeh, Gholami, Allahyar, and Noordin (2012) since personality traits has played a significant role in learning and learning.