On the Relationship between Teacher’s Self-Actualization and Second Language Achievement of EFL Learners

Education is one the most important enterprises in life and elaborating on its aspects and dimensions can potentially increase its quality. One of the main elements of any educational system is teachers, and elaborating on the potentials of this element would increase the quality of learning process. Therefore, in the present study tried toinvestigate the relationship between teacher’s self-actualization and second language achievement of EFL learners. To fulfill this purpose, a total number of 10 Iranian EFL female teachers whose ages ranged from 29 to 37 were selected conveniently. Based on the results of Davis self-actualization test (2004), the teachers were assigned into two groups of high self-actualized and below average self-actualized teachers. Moreover, 120 students were selected to attend in classes taught by the two groups of teachers. The results of statistical analyses showed that there was a high positive correlation between students’ second language learning and teachers’ self-actualization. Moreover, it became clear that the students with highly self-actualized teachers outperformed the other participants at the posttest.

کلیدواژه ها:

Teacher’s Self-Actualization ، Second Language Achievement