Quantitative Research Literacy Among Iranian EFL Teachers at Different Levels of Education: Revelations for Policy Makers and Program Developers

English Language Teaching (ELT) practitioners are expected to adopt the role of reflective practitioners, engaging in a thorough and analytical examination of their teaching practice. This is achieved through the undertaking of research, with systematic research being recognized as a crucial endeavor in im- plementing reflectivity within the ELT field. Concurrently with the proliferation of several novel problems and methodologies in the realm of research within ELT contexts, the act of conducting research in ELT has evolved into a multifaceted endeavor. The data for this study were gathered from 717 English as a Foreign Language (EFL) instructors, consisting of 581 females (81%) and 136 males (19%). The participants included individuals with B.A., M.A., and Ph.D. degrees, with an average age of 25. The Quantitative Research Literacy (QRL) questionnaire, developed by Zaker and Nosratinia (2021), was utilized as the primary instrument for data collection. The utilization of the non-parametric Welch s ANOVA test and the Games-Howell post-hoc technique revealed a statistically significant disparity in the mean score on the QRL measure across participants with Ph.D., M.A., and B.A. degrees. Specifically, Ph.D. level participants exhibited a notably higher average score compared to both M.A. level and B.A. level participants. Additionally, upon conducting Welch s analysis of variance (ANOVA) and applying the Games-Howell post-hoc procedure, it was observed that the participants exhibited the highest level of proficiency in developing research topic knowledge. Conversely, the participants displayed the lowest level of knowledge in data analysis. This study finishes by engaging in a comprehensive discussion of the findings and providing recommendations to enhance the QRL features within teacher training programs.