The Effect of Background Characteristics on Self-Efficacy Beliefs of English As Foreign Language Teachers in One Selected Middle-East Country

Farimah Ghasemboland and Fatimah Binti Hashim

International Journal of Asian Social Science, 2013, vol. 3, issue 9, 1982-1991

Abstract: Teachers’ sense of efficacy has been shown to influence teachers’ actions and student outcomes. This study explored self-efficacy beliefs among English as Foreign Language teachers in the language centres in one selected Middle-East country. Data were collected through a survey administered to 187 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for management, engagement, and instructional strategies. Results showed that teachers’ perceived efficacy was correlated with some of teachers’ background characteristics. Results also indicated that teachers’ efficacy for classroom management was higher than efficacy for instructional strategies and student engagement.

Keywords: Self-efficacy; Foreign language education; English as a foreign language; Language centre. (search for similar items in EconPapers)
Date: 2013
References: Add references at CitEc
Citations:

Downloads: (external link)
https://archive.aessweb.com/index.php/5007/article/view/2554/3884 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:asi:ijoass:v:3:y:2013:i:9:p:1982-1991:id:2554

Access Statistics for this article

More articles in International Journal of Asian Social Science from Asian Economic and Social Society
Bibliographic data for series maintained by Robert Allen ().