The Relationship between Iranian EFL Teachers’ Personality and Their Teaching Preference

Abstract

The present study sought to investigate the relationship between Iranian EFL teachers’ personality types and their teaching preferences. Besides, it attempted to take the notion of gender into account. The participants included 100 EFL teachers and university instructors from seven English language institutes in Shiraz, and two universities in Fars Province. Availability sampling was used for this aim. The Myers-Briggs Type Indicator (MBTI) questionnaire and Teaching Activities Preference (TAP) questionnaire were used to collect the data. The design of the study was survey method; so, both descriptive and inferential statistics were used. Based on the analyses undertaken, the following results were obtained: 1) there was a significant relationship between the personality and teaching preference, 2) Male and female EFL teachers’ (from Shiraz English language institutes) teaching preferences were statistically the same. The results could be used by teachers, university instructors, syllabus designers and, in general, all groups involved in education.