The relationship between EFL teachers' professional identity and professional autonomy

Changing perceptions in language teaching have affected the role of teachers and students. While learners become the center of the teaching and learning process, the duty of teachers, as guides and mentors, has turned into fostering their learners' command of language and learning. Thus, developing professional perceptions of teachers on their professional identity and professional autonomy have captured attention. In this regard, this study aimed to investigate whether there is a meaningful relationship between EFL teachers' professional identity (TPI) and their professional autonomy (TPA). Additionally, this study aimed to find out the level of EFL teachers' professional identity and their professional autonomy. The aim of this study was also to find out whether EFL teachers' professional identity and their professional autonomy results differ by gender, the school in which they work, level of their education and their work experience. 250 EFL secondary and high school teachers who work at both state and private schools were selected as participants by convenience sampling. In this study, a survey-based research method was used, and data were collected through a Demographic Information Form, Professional Identity Questionnaire and Teachers' Professional Autonomy Questionnaire. Quantitive data were analyzed by SPSS 23.0. The results of the study indicated that EFL teachers have a very high level of TPI and a high level of TPA. In addition, TPI and TPA differ by gender, the school in which EFL teachers work and their work experience. The results also revealed that EFL teachers' TPI and TPA do not differ by their education level. Furthermore, there is a statistically significant, positive and moderate relationship between EFL teachers' professional identity and professional autonomy.