PhD candidate in Applied Linguistics at Tarbiat Modares University
The effects of teacher personality and efficacy beliefs on practitioners’ performance in the classroom, and student achievement have been well documented. However, little is known about the relationship between teachers’ Big Five personality traits and their beliefs about teaching efficacy. The purpose of this study was to examine the relationship between English language teachers’ personality, as measured within the framework of Five-Factor personality Model (FFM) by NEO Five Factor Inventory (NEO-FFI), and teacher efficacy beliefs, measured by Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001). Participants of the study included 168 English language teachers who were teaching to senior and junior high school students. Data obtained the above mentioned instruments were analyzed through stepwise multiple regression. Results of the study indicated that two of the NEO-FFM variables, extroversion and conscientiousness, significantly predicted teacher efficacy beliefs. The results also demonstrated that regarding the facets of teacher efficacy beliefs, extroversion was the most significant predictor for classroom management and conscientiousness came out to be the most significant predictor for instructional strategies as well as student engagement. The conclusion and the pedagogical implications of the study are discussed in detail.