[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593079-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593079-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-relationship-between-efl-teachers-professional-identity-and-professional-autonomy","The Relationship Between EFL Teachers’ Professional Identity and Professional Autonomy","","This study identifies 250 Turkish EFL teachers’ levels of professional identity and professional autonomy and examines whether results vary by gender, school type, education level, and work experience. Survey-based findings show EFL teachers report very high professional identity and high professional autonomy. The study also reveals significant, positive, and moderate relationships between professional identity and professional autonomy. The results suggest greater freedom in instructional and professional decision-making supports stronger identity construction.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-relationship-between-efl-teachers-professional-identity-and-professional-autonomy/593079/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-relationship-between-efl-teachers-professional-identity-and-professional-autonomy/593079.png","ImageObject",300,407,{"name":42,"@type":43},"Aran","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study aim to investigate about Turkish EFL teachers?","Question",{"text":63,"@type":64},"The study measures Turkish EFL teachers’ levels of professional identity and professional autonomy, and examines whether these levels differ by gender, school type, education level, and work experience.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the survey-based results show about teachers’ identity and autonomy?",{"text":68,"@type":64},"Results indicate that EFL teachers have a very high level of professional identity and a high level of professional autonomy.",{"name":70,"@type":61,"acceptedAnswer":71},"Is there a relationship between professional identity and professional autonomy in this study?",{"text":72,"@type":64},"Yes. The study finds a significant, positive, and moderate relationship between EFL teachers’ professional identity and professional autonomy.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593079,1792165182,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asian Journal of Education and Training  \nVol. 8, No. 1, 22-33, 2022  \nISSN(E) 2519-5387 DOI: 10.20448/edu. v8i1 .3806  \n© 2022 by the authors; licensee Asian Online Journal Publishing Group  \nThe Relationship Between EFL Teachers’Professional Identity and Professional Autonomy  \nEkru Dilek 1 􀀣   \nBetul Altas2   \n1Department of Foreign Languages, Istanbul Gelisim University, Turkey. Email: [edilek@gelisim.edu.tr](edilek@gelisim.edu.tr)  \n2Institute of Social Sciences, Cag University, Turkey.  \nEmail: [betulaltas@cag.edu.tr](betulaltas@cag.edu.tr)  \n(􀀣 Corresponding Author)  \nAbstract  \nThis 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.  \nKeywords: EFL teachers’ professional identity, EFL teachers’ professional autonomy, Professional development, Teacher education.  \nCitation | Ekru Dilek; Betul Altas (2022) . The Relationship Between EFL Teachers’ Professional Identity and Professional Autonomy. Asian Journal of Education and Training, 8(1): 22-33. History:  \nReceived: 2 February 2022  \nRevised: 7 March 2022  \nAccepted: 21 March 2022  \nPublished: 28 March 2022  \nLicensed: This work is licensed under a Creative Commons Attribution 4.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This study received no specific financial support.  \nAuthors’Contributions: Both authors contributed equally to the conception and design of the study.  \nCompeting Interests: The authors declare that they have no conflict of interest.  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study followed all ethical practices during writing.  \nContents  \n1. Introduction ...................................................................................................................................................................................... 23  \n2. Literature Review ............................................................................................................................................................................ 23  \n3. Methodology ..................................................................................................................................................................................... 24  \n4. Findings ............................................................................................................................................................................................. 25  \n5. Results and Discussion ................................................................................................................................................................... 30  \n6. Recommendations ............................................................................................................................................................................ 31  \nReferences ..........................................................","cbCaigNovIxKe130","https://ap.wps.com/l/cbCaigNovIxKe130","pdf",410979,12,"English","# Introduction\n## Literature Review\n## Methodology\n## Findings\n## Results and Discussion\n## Recommendations\n# References","[{\"question\":\"What does the study aim to investigate about Turkish EFL teachers?\",\"answer\":\"The study measures Turkish EFL teachers’ levels of professional identity and professional autonomy, and examines whether these levels differ by gender, school type, education level, and work experience.\"},{\"question\":\"What did the survey-based results show about teachers’ identity and autonomy?\",\"answer\":\"Results indicate that EFL teachers have a very high level of professional identity and a high level of professional autonomy.\"},{\"question\":\"Is there a relationship between professional identity and professional autonomy in this study?\",\"answer\":\"Yes. The study finds a significant, positive, and moderate relationship between EFL teachers’ professional identity and professional autonomy.\"}]","The Relationship Between EFL Teachers’ Professional Identity and Professional Autonomy | PDF",1792076556]