Teacher Self-efficacy Research in English as Foreign Language Contexts : A Systematic Review

Teacher self-efficacy has long been researched in the context of face-to-face teaching, but it has received less attention with regard to online teaching. To address this gap, the current study utilized a questionnaire adapted from Lin and Zheng as the major instrument and supplementary interviews to examine teacher self-efficacy in livestream teaching in the Chinese context. Exploratory factor analysis results from 486 senior high school English as a foreign language (EFL) teachers in China yielded a two-factor structure of teacher self-efficacy comprising instructional self-efficacy and technological self-efficacy. Across the sample, EFL teachers had moderate-to-high self-efficacy in general, and they showed higher levels of technological self-efficacy than instructional self-efficacy. The interview data also indicated a fluctuation in technological self-efficacy at the onset of livestream teaching compared to 1 month into livestream teaching. This study results offer some useful suggestions for enhancing teacher self-efficacy.

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From Education Policy to Class Practices: Indonesian Secondary EFL Teachers’ Self-Efficacy in Developing School-Based EFL Syllabi

Excellence in Higher Education ◽

10.5195/ehe.2013.78 ◽

2014 ◽

Vol 4 (2) ◽

pp. 86-107

Author(s):

Dairabi Kamil ◽

Amirul Mukminin ◽

Noor Lide Abu Kassim

Keyword(s):

Education Policy ◽

Secondary School ◽

Foreign Language ◽

Self Efficacy ◽

Rasch Analysis ◽

The Self ◽

English As Foreign Language ◽

School Based ◽

Efl Teachers

The purpose of this quantitative inquiry was to examine the self-efficacy of Indonesian secondary school English as foreign language (EFL) teachers in developing a school-based EFL syllabus. The data were collected through a survey to 98 secondary school EFL teachers in the District of Kerinci, Jambi Sumatra, Indonesia. The data were analyzed through the Rasch Analysis (Linacre 2004, 2006). The results revealed that the teachers had a high-self efficacy in developing the syllabus. However, they tended to be less efficacious on theoretical tasks in the syllabus development and on tasks that were not part of their responsibility in previous curricula. In addition, this study also produced an instrument for measuring teachers’ self-efficacy in developing the syllabus that can be used for similar purposes in other contexts.

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An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000125 ◽

2014 ◽

Vol 28 (3) ◽

pp. 83-92 ◽

Cited By ~ 22

Author(s):

Franziska Pfitzner-Eden ◽

Felicitas Thiel ◽

Jenny Horsley

Keyword(s):

Preservice Teachers ◽

Self Efficacy ◽

Confirmatory Factor Analyses ◽

3 Dimensional ◽

Multiple Group ◽

Three Samples ◽

Confirmatory Factor ◽

Teacher Self Efficacy ◽

Dimensional Assessment ◽

Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

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