Teachers’ leadership style in relation with proficiency and teaching experience: A report from an EFL context


  • Leili Hassanalipour Shahrabadi Islamic Azad University of Zahedan, IRAN
  • Nematullah Shomoossi Sabzevar University of Medical Sciences, Sabzevar, IRAN
  • Abdurrashid Khazaei Feizabad Zahedan University of Medical Sciences, IRAN




EFL teachers, English proficiency, leadership style, teaching experience, transformational leadership


A less explored area in teaching practice is how teachers lead their classes, and what affects their leadership styles. The present study was designed to examine how Iranian EFL teachers’ language proficiency and teaching experience were related to their leadership style. The study included 89 EFL teachers with 1-24 years of teaching experience. Demographic questions and the Multifactor Leadership Questionnaire (Bass and Avolio, 1997) were used for data collection. The results of Pearson correlation coefficient revealed a significant relationship between some of the transformational leadership factors and teaching experience. In addition, step by step regression analysis showed that the best predictor of teachers’ transformational leadership was their years of experience. A significant relationship was also found between the participants’ proficiency level and some of the transformational leadership factors as well, which bear messages to policy makers and educators.


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How to Cite

Hassanalipour Shahrabadi, L., Shomoossi, N., & Khazaei Feizabad, A. (2023). Teachers’ leadership style in relation with proficiency and teaching experience: A report from an EFL context. AJELP: Asian Journal of English Language and Pedagogy, 11(1), 37–48. https://doi.org/10.37134/ajelp.vol11.1.3.2023