Relationship between teacher self-disclosure and teaching style: Perception of EFL teachers

The purpose of the current study was to investigate the level of EFL teachers? self-disclosure and to see if there was any relationship between the instructors? level of self-disclosure and their teaching styles. To this end, ninety-five Iranian EFL teachers participated in the current study by completing the teacher self-disclosure scale (TSDS) and the Grasha-Riechmann teaching style survey (GRTSS). According to the results, Facilitator was the dominant teaching style among participants, and Delegator was the second dominant one. Moreover, the results indicated that among the three aspects of teacher self-disclosure Relevance was significantly correlated with Personal Model and Expert styles. The results recommend complementing teacher?s awareness about teaching styles with dimensions of self-disclosure, specifically Relevance and Positiveness. Moreover, EFL teacher trainers are recommended hold more teacher training courses for less experienced EFL teachers where EFL teachers can be introduced to techniques and strategies that help them adopt the teaching styles.