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Makale Özeti:
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Teacher self-disclosure (TSD) as a communication behavior can influence students' learning by
increasing their engagement and class participation as well as helping them establish effective
interpersonal relationships. Owning to its context-sensitive and culture-dependent nature, however,
TSD topics, purposes, and considerations may vary cross-culturally. This study was an attempt to explore
Iranian EFL teachers' perceptions of appropriateness of TSD as well as to investigate whether there was
a significant difference between male and female teachers' perceptions of appropriateness of TSD. To
this end, the Appropriateness of Teacher Self-Disclosure Scale was distributed among 68 Iranian EFL
teachers (34 females and 34 males) from six language institutes. The results of the study indicated the
extent to which the Iranian EFL teachers perceived TSD topics, purposes, and considerations to be
appropriate or inappropriate. Furthermore, the study found convergence and divergence between male
and female teachers' perceptions in terms of the topics used in TSD, the purposes TSD serves in
classroom, and considerations the teachers take into account when practicing TSD. The results of the
study suggest that Iranian EFL teachers can practice TSD as a pedagogical tool to enhance learning
although they should be wary of its consequences in some aspects as TSD is contingent upon context
and culture.
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