Critical language pedagogy and its relationships with institutional identity of language teachers: The case of Iranian high school EFL teachers

Teachers’ beliefs, attitudes, and identities have been considered as the main factors in improving their performance to enhance students’ learning. The overall aim of this study was to find a possible relationship between social anxiety and institutional identity of Iranian high school teachers. To accomplish the aim of the study, ۶۰ high school teachers from Qazvin and Zanjan were randomly selected and asked to answer the questions of a questionnaires to elicit the required data The findings of the study revealed a positive relationship between critical language and institutional identity of Iranian high school teachers. The results of this study may have implications for teachers, learners and education officials in a way to help them in finding and solving problems which do exist in our educational system.

کلیدواژه ها:

critical language pedagogy ، institutional identity ، Iranian high school teachers