Dr. Gholam-Reza Abbasian & Homeira Abdorrahimee Afshar
Imam Ali University, Iran
Teachers’ professional career and academic behaviors are the functions of multiple variables. Among many, their self-regulation, professional development and academic degree seem to be an intact area of research. This study was conducted to investigate the relationship among the three on one hand and the contributory role of the academic degree as to the two others. Two separate questionnaires were employed to collect the required data on the 40 teachers’ professional development and self-regulation beliefs. The ANOVA and correlational analyses of the data revealed a significant relationship between Iranian EFL teachers’ academic degree and professional development, as well as between their professional development and self-regulatory beliefs. The relationship between their academic degree and self-regulatory beliefs was significantly correlated, though BA holders proved to enjoy the highest level of self-regulatory beliefs.
The above abstract is a part of the article which was accepted at The International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.TLLL.IR), 2-3 February 2017, Ahwaz.
