Abstract
The purpose of the present study was to investigate the relationship among EFL teacher’s identity style, religious identity, and identity commitment. The data was collected from 88 EFL teachers teaching at different English language learning institutes in Ilam province- Iran. Two questionnaires were used, including Dollinger’s (2001) Brief Religiosity Scale (BRS-6) and Berzonsky’s (1992) Identity Style Inventory, the revised version (ISI3). Results suggested that EFL teacher’s identity style and their commitment were positively correlated (r = 0.350). There was also a significant positive correlation between EFL teacher’s religious identity and their commitment (r = 0.312). A significant positive correlation was also found between EFL teacher’s identity style and religious identity (r = 0.367). The results of one-way ANOVA indicated that there was a statistically significant difference in identity style scores, identity commitment scores, and religiosity scores for four groups. The results of independent t-test analysis indicated that there was no significant difference in identity style, identity commitment, and the religiosity scores of the two groups of participants. Finally, the implications and limitations of the study were also discussed.
Highlights
Identity development during adolescence has been the subject of interest for many individuals, especially for psychologists
The purpose of the present study was to investigate the relationship among these three variables: Identity style, Religious identity, and Identity commitment among Iranian EFL teachers
The present study was guided by the following research questions: 1. Is there any significant relationship between identity style and identity commitment? 2
Summary
Identity development during adolescence has been the subject of interest for many individuals, especially for psychologists. Marcia (1966) and Berzonsky (1989) have proposed models for identity style development in order to help individuals to gain a better understanding of the process of identity formation in adolescents. Several factors, including gender, ethnicity, culture, and religion play an important role in developing an individual’s identity. Among these factors, religion has been considered as an ideological propagation rather than as a set of beliefs. According to Cheng and Beig (2012), educational institutes such as schools or universities play an important role in helping students to better understand the concept of religion. The purpose of the present study is to investigate the relationship of these three variables, namely, identity style, religious identity, and identity commitment among Iranian EFL teachers
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