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The study investigates differences in personal growth initiative among EFL teachers based on their multiple intelligences, suggesting important educational implications.
The present study was an attempt to investigate the existence of any significant difference among the personal growth initiative (PGI) of EFL teachers with different kinds of multiple intelligences (MI). To this end, a total of 160 male and female EFL teachers aged 20-56 participated in this study. They were selected through nonrandom convenience sampling based on their inclination to take part in the study. Two questionnaires were administered: the PGI scale (PGIS) and the Multiple Intelligence Development Assessment Scales (MIDAS). The researchers conducted both descriptive and inferential statistical analyses with the findings indicating that there was a significant difference among EFL teachers’ PGI with different kinds of MI. Teachers who were more intrapersonally intelligent had the highest level of PGI followed by those with interpersonal intelligence. Teachers with logical-mathematical, verbal-linguistic, and musical intelligence held the third, fourth, and fifth ranks while those with higher levels of bodily-kinesthetic, naturalistic, and visual-spatial intelligence had lower PGI ratings. The implications of this study both for EFL teachers and teacher education institutions are discussed in this study.
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Marashi et al. (2026) studied this question.
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