THE RELATIONSHIP BETWEEN TEACHER AUTONOMY AND TEACHER EFFICACY

This study aimed at investigating the relationship between teacher autonomy and teacher efficacy, and also gender and teacher autonomy. It pursued two main objectives. The first objective of this study was to examine how teacher autonomy can enhance teacher efficacy in an EFL context. The investigation drew upon the reflections of EFL teachers, more autonomous and less autonomous ones, to see how teachers' efficacy enjoy this variable. The second objective of the present study was to see if gender has a role to play with regard to teacher autonomy. The study was carried out among 49 Iranian EFL teachers were selected randomly from two universities in Shiraz. Two questionnaires of "Teacher Autonomy" and "Teacher Efficacy" were used in this study. Data analysis procedures for this study were quantitative data analyses using Statistical Package for the Social Sciences (SPSS). The obtained results indicated that there is a positive, low, and significant relationship between teacher autonomy and teacher efficacy. Furthermore, it was found out that there is not a significant relationship between males and females in terms of autonomy.