the relationship between accountability felt and reflective teaching in iranian efl teachers

Due to the fact that reflective teaching has received a lot of attention in the field of second language teaching today, the present study was an attempt to investigate whether there is a relationship between iranian efl teachers’ accountability and their reflective teaching. this research emphasizes reflection activities as a modern approach to teacher professional development and draws attention to this from teacher preparation institutes. moreover, it may encourage scholars to pursue more research into the development of reflective behaviors in pre-service and in-service teachers. the research data were gathered from a random sample consists of 40 efl teachers with different years of experience from different private language institute in iran. the participants were asked to fill out two questionnaires of english language teaching reflection questionnaire, and teachers’ reflective teaching questionnaire that includes four and five scales for the measurement of accountability as well as their reflective teaching. this study used a correlational research design. concerning the research questions, frequency analysis was used. the study revealed that teacher accountability was significantly correlated with teachers’ reflective teaching, which indicated that teacher accountability felt may increase the responsible teaching. the conclusions of this study can help english teachers, material developers, elt policy makers, and teacher trainers.