The Relationship between Extrovert and Introvert EFL Teachers’ Adversity Quotient and Professional Development

Abstract

Understanding more about teacher variables has been a major trend of research in the field of ELT over the past decades. Accordingly, the aim of this descriptive study was to explore any possibly significant relationship between introvert and extrovert EFL teachers’ adversity quotient and professional development. In doing so, 120 EFL teachers (60 introverts and 60 extroverts) who were graduate TEFL students aged from 20 to 50 were selected to participate in this study. First, the extrovert and introvert participants were identified using the Eysenck Personality Inventory (EPI); subsequently, the Adversity Quotient Profile (AQP) and the Teaching and Learning International Survey (TALIS) Teacher Questionnaire were administered to the 120 participants. The data analysis which included linear correlation and regression demonstrated that both introvert and extrovert EFL teachers’ adversity quotient and professional development have a significant relationship.