On the Relationship between Iranian EFL Teachers’ Self-Regulation, Self-Resiliency, Gender and Teaching Experience

The present study aimed to explore (a) if there is any relationship between EFL teachers’ self-regulation and their resilience, (b) if there is any relationship between EFL teachers’ self-regulation and their genders, and (c) if there is any relationship between EFL teachers’ self-regulation and years of teaching experience. Through a convenience method of sampling, the first group of participants who were 85 high school male and female Iranian EFL teachers were selected. The second group consisted of 200 high school students of the mentioned teachers participated in the current investigation. EFL teachers’ self-regulatory trait was measured by means of the Teacher Self-Regulation Questionnaire. Data on EFL teachers’ self-resiliency was gathered through the Qualified EFL Teachers’ Questionnaire. The result from the Pearson product-moment correlation revealed that (EFL) teachers qualified by self-regulatory trait were more resilient in their students’ points of views. Moreover, Chi-Square rests was applied to describe the significance of the difference between EFL teachers’ self-regulatory and teachers’ gender. Based on the data analysis, there were no relationship between teachers’ self regulation and teachers’ gender.According to the data report, it can be inferred there was a relationship between teachers’ self regulation and years of teaching experience and more the EFL teachers were experienced the more self-regulated they became.The findings will be valuable for EFL teacher training courses. This means that the central focus of teacher training programs in Iranian educational system in EFL teacher training programs can shift from focusing on the content to developing characteristics like self-regulation and resilience.