The exploration of the self-efficacy beliefs of English language teachers and student teachers
Abstract
The primary concern of this paper is to explore the self-efficacy beliefs of active English language teachers and student teachers. For this reason, a comprehensive literature review is presented to shed light on the issue investigated. The sampling procedure is random selection which raises reliability and validity of the data collected. The participants consist of 35 active teachers and 17 student teachers who are majoring English language teaching (ELT) departments from various universities. The results revealed that student teachers reported slightly less self-efficacy levels than active teachers who rated themselves more self-efficacious. Accordingly, the possible reasons of the low self efficacy beliefs will be discussed.
Full Text:
PDFReferences
Akbari, R., & Moradkhani, S. (2010). Iranian English teachers’ selfefficacy: Do academic degree and experience make a difference? Pazhuhesh-e Zabanha-ye Khareji, 56, 25–47. Retrieved May 20, 2011, from www.magiran.com.
Aktas, T. (2005). Yabancı dil öğretiminde iletisimsel yeti. Journal of Language and Linguistic Studies, 1(1), 89-100.
Akyel, A. S. & Ortaçtepe, D. ( 2015) The Effects of a Professional Development Program on English as a Foreign Language Teachers’ Efï¬cacy and Classroom Practice, TESOL International Association, 680-706.
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman and Company.
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management [electronic version]. Teaching and Teacher Education, 16, 239-53.
Chacón, C. T. (2002). Teachers’ sense of efficacy and selected characteristics of selected English as a foreign language Venezuelan middle school teachers. Unpublished doctoral dissertation. The Ohio State University, Columbus, Ohio.
Chacón, C. (2005). Teachers' perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257-272.
Çakıroglu, J., Çakıroglu, E., & Boone, J. W. (2005). Pre-service teacher self-efficacy beliefs regarding science teaching: A comparison a pre-service teachers in Turkey and the USA. Science Educator, 14, 31-40.
Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of teachers‟ sense of efficacy scale. Eğitim ve Bilim, 30 (137), 74–81.
Eslami R. Z., Fatahi A. (2008). Teachers' Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran. TESLEJ, 11 (4).
Ghasembolanda, F. & Hashimb, F. B. (2013). Teachers’ self-efficacy beliefs and their English language proficiency: A study of nonnative EFL teachers in selected language centers, Procedia - Social and Behavioral Sciences, 103, 890 – 89.
Göker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34, 239-254.
Henson, R. K. (2001). Teacher Self-Efficacy: substantive implications and measurement dilemmas. Paper presented at the annual meeting of the Mid-South Educational Research Exchange. Retrieved May 15, 2001 from: http://citeseerx.ist.psu.edu/viewdoc/summary? doi= 10. 1. 1.29. 684&rank=1
JeongAh. L. (2009). Teacher’ sense of efficacy in teaching English, perceived language proficiency, and attitudes towards English language: A case of Korean public elementary school teachers. Unpublished doctoral dissertation. The Ohio State University, Columbus, Ohio.
Pajares, F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (2001). Effects of teacher efficacy on computer skills and computer cognitions of Canadian students in K-3 [electronic version]. Paper presented at the annual meeting of the American Educational Research Association, Seattle.
Shim, J.-W. (2001).The efficacy beliefs of Korean teachers of English as a foreign language. Unpublished doctoral dissertation. The Ohio State University, Columbus, Ohio.
Åžekerci, A. S. (2011). Self-Efficacy Levels of Prep-School Instructors and Its Predictors, Master thesis, Middle East Technical University, Ankara.
Tournaki, N., & Podell, D. M. (2005). The impact of student characteristics and teacher efï¬cacy on teachers’ predictions of student success. Teaching and Teacher Education, 21, 299–314. doi:10.1016/j.tate.2005.01.003.
Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efï¬cacy and student achievement. Leadership and Policy in Schools, 3(3), 189–209. doi:10.1080/ 15700760490503706.
Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956. doi:10.1016/ j.tate. 2006.05.003
Yılmaz, E. (2004). The Relationship Between Novice and Experienced Teachers’ Self-Efficacy for Classroom Management and Students’ Perceptions of Their Teachers’ Classroom Management, Master thesis, Bilkent Üniversitesi.
Yost, R. (2002). “I think I canâ€: Mentoring as a means of enhancing teacher efï¬cacy. The Clearing House, 75(4), 195–197. doi:10.1080/ 00098650209604930.
Woolfolk, A. E. & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychlogy, 82, 81-91.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies