The Relationship between Self-regulation and Self-consciousness: The Case of Iranian EFL Teachers

This study intended to examine the relation between self-regulation and self-consciousness among Iranian EFL teachers in relation to such variables as age, teaching experience and educational context (university, school, and institute). In doing so, 104 teachers were recruited to participate in this study. All the participants were asked to complete a self-regulation questionnaire (Yesim, Sungur Uzuntiryaki, 2009) and self-consciousness scale questionnaire (Scheier Carver, 1985). The results indicated that there was a significant relationship between teachers self-regulation and self-consciousness. In addition, it was found that teachers’ self-regulation is significantly correlated with their age, teaching experience and educational context. Finally, implications of the study are discussed concerning the critical role of self-efficacy and self-consciousness on the one hand and teachers’ demographic variables on the other in Iranian educational contexts.