The Relationship between Iranian EFL Teachers' Sense of Self-Efficacy and ‎Their ‎Pedagogical Success in Class Environment

2018 ◽  
Vol 9 (2) ◽  
pp. 43-53
Author(s):  
Ahad Amiri ◽  
Amin Marzban
Keyword(s):  
Self Efficacy ◽  
Sense Of Self ◽  
Efl Teachers ◽  
Class Environment ◽  
The Relationship

scholarly journals Relationship between Teacher Autonomy and Teacher’s Sense of Self -Efficacy

2018 ◽  
Vol 8 (1) ◽  
pp. 01-10
Author(s):  
Hadi Farjami ◽  
Ehsan Kazemi
Keyword(s):  
Self Efficacy ◽  
Sense Of Self ◽  
Teacher Autonomy ◽  
Male And Female ◽  
Pearson Product Moment Correlation ◽  
Sense Of Efficacy ◽  
Efl Teachers ◽  
Spss Software ◽  
The Individual ◽  
The Relationship

The present study is an attempt to investigate the relationship between teacher autonomy and teacher’s sense of self-efficacy. To carry out this study, 100 EFL teachers (male and female) who taught in English institutes participated voluntarily. The researchers employed a couple of self-reported questionnaires, teacher autonomy scale (TAS) and Teachers’ Sense of Efficacy Scale which measures the individual sense of self efficacy. The two questionnaires were administered to 100 teachers. After gathering the raw data from the questionnaires, the SPSS software was employed to have some statistical and interpretable data. The Pearson product Moment correlation indicated that there was a negative reversed relationship between the two variables; in the other words, more teacher autonomy leads to lower level of self-efficacy.

scholarly journals Self-Efficacy and Critical Thinking as the Predictors of Autonomous Language Learning in EFL Contexts

2017 ◽  
Vol 7 (1) ◽  
pp. 64
Author(s):  
Mania Nosratinia ◽  
Faranak Amiri Hossaini
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Self Efficacy ◽  
Rank Order ◽  
Sampling Strategy ◽  
Unique Contribution ◽  
Efl Learners ◽  
Efl Teachers ◽  
Age Range ◽  
The Relationship

The thrust of the present study was to systematically investigate the relationship between EFL learners' Self-Efficacy (SE), Critical Thinking (CT), and their Autonomy (AU). To this end, 196 male and female EFL learners, within the age range of 20 to 30 (Mage= 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, and Rogers' SE Scale (1982), Honey's CT questionnaire (2000), and Zhang and Li's Learner AU questionnaire (2004). Since the assumptions of normality of distribution were violated for the scores of AU and SE, in order to find out the relationships among the variables, the non-parametric Spearman Rank Order Coefficient of Correlation was conducted. The results revealed that there was a significant and positive correlation between AU and CT, AU and SE, and CT and SE. Furthermore, a regression analysis revealed that SE has the largest β coefficient (β = 0.519, t = 7.65, p = 0.0005). This is to say that SE makes the strongest statistically significant unique contribution to explaining AU. CT turned out to be the second significant predictor of AU scores (β = 0.186, t = 2.75, p = 0.007). The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.  

scholarly journals Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a Foreign Language

2020 ◽  
Author(s):  
Nga Thi Tuyet Phan
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Efficacy Beliefs ◽  
The Self ◽  
Teaching English ◽  
University Teachers ◽  
The Relationship

The study looked at factors that influenced the self-efficacy in teaching English as a Foreign Language (EFL) of a group of university teachers in Vietnam. This study explored the relationship between Vietnamese teachers’ discourses of effective teaching practices and their self-efficacy beliefs, the influence of Vietnamese culture and context on teachers’ self-efficacy beliefs, and whether participating in the research led to a change in the self-efficacy beliefs of the teacher participants and of myself as researcher.The research took the form of a qualitative case study. Participants were eight university teachers of the English language at a technical university in Vietnam. Data collection lasted six months. Data collection tools included focus group discussions, individual interviews, journaling, and observations. An inductive coding process and thematic analysis were used for analysing data. Findings indicate that social persuasion was the most influential source of self-efficacy information. The study shows that different sources of self-efficacy information interacted with one another to influence the two dimensions of self-efficacy. Besides, it appears that teachers’ understanding of a number of environment and workplace factors appeared to constrain some teachers into adopting the Grammar Translation Method (GTM) approach and possibly reduced their self-efficacy in adapting a Communicative Language Teaching (CLT)-oriented approach. After participating in the study, the teaching approaches of study teachers and my own approaches seemed to be more CLT-oriented although most of us were characterised by a low sense of self-efficacy in adapting this approach in the Vietnamese classrooms. Findings also suggest that several aspects of Vietnamese culture, e.g. the concept of face, are likely to have influenced the way the study teachers selected, weighted and interpreted efficacy-building information. In addition, it is plausible that changes in context, e.g. teaching different kinds of students, led to a change in the way the teachers and I weighed and selected self-efficacy information. Self-reflection, self-doubt and self-regulation were other factors causing fluctuations in the study teachers’ and my self-efficacy. My study contributes to a widening understanding of how different aspects of culture can impact on self-efficacy. It provides examples to challenge the claim that the self-efficacy of experienced teachers is stable and the widespread view that a negative sense of self-efficacy induces individuals to give up and make less effort. The study shows the relationship between teacher self-efficacy beliefs and their discourses of EFL instruction, i.e. their self-efficacy in using different aspects of a communicative approach fluctuated at different stages of the study. The study points to the need to improve leadership practice and teaching conditions at the faculty and university. Preparing teachers for regulation strategies, encouraging them to work collectively, and offering more professional development programs are likely to develop a stronger sense of self-efficacy among teachers.

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