Teacher Autonomy in the Iranian EFL Context: A Mixed-Methods Study of Pre-Service and In-Service Teachers’ Perceptions

Document Type : Original Article

Authors

1 Assistant Professor of TEFL, Islamic Azad University, Savadkooh Branch, Mazandaran, Iran

2 Assistant Professor of TEFL, University of Mazandaran, Babolsar, Iran

3 MA graduate of TEFL, Khazar Institute of Higher Education, Mazandaran, Iran

10.22034/jsllt.2025.22708.1065

Abstract

Teacher autonomy is widely recognized as a cornerstone of effective language education, shaping instructional decision-making, professional identity, and teacher motivation. The purpose of this mixed-methods study was to examine how autonomy is perceived and implemented by fifty Iranian pre-service and in-service EFL teachers. Quantitative data were collected using the Teacher Autonomy Scale (TAS), and qualitative insights were generated through semi-structured interviews with five participants. Based on the findings, both groups conceptualized autonomy as freedom to select teaching materials, methods, and classroom procedures; they reported greater levels of perceived autonomy in instructional domains. However, the in-service teachers reported higher autonomy in procedural (pacing and materials adaptation) and content-related tasks. Despite high instructional freedom, the perceived autonomy was lowest in systemic areas. The interview data confirmed that centralized curricula, mandatory external assessment, and limited teacher involvement in school-level decision-making serve as major structural constraints on autonomous practice. These findings suggest that, while Iranian EFL teachers value autonomy and exercise control over their methods, they operate within restrictive educational systems that limit professional agency in broader institutional contexts. The study recommends reforms in teacher education and institutional policy to cultivate reflective, empowered, and autonomy-oriented professionals.

Keywords

Journal of Studies in Language Learning and Teaching
Volume 2, Issue 1
February 2025
Pages 169-185

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History

  • Receive Date: 24 January 2025
  • Revise Date: 17 October 2025
  • Accept Date: 09 November 2025

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