Initial teacher education: Does self-efficacy influence candidate teacher academic achievement and future career performance?
This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge
(PCK). Positivism guided the research design at the levels of ontology (a single conceptualization of self-efficacy) and epistemology (detachment from rather than interactions with the subjects). The positivist paradigm also guided this study at the methodology level through using a nomothetic
research strategy (causal comparative), data collection methods (self-efficacy questionnaire and PCK achievement test), data analysis techniques (independent-groups t-test and its non-parametric counterpart Mann-Whitney U test). Data analysis indicated no significant differences between low
and high self-efficacious students in their PCK. The study raised questions about examining self-efficacy through self-reporting measures and cast serious doubts on the positive influence of high self-efficacy on academic achievement.
Keywords: Self-efficacy; foreign language instruction; metacognition; motivation; pedagogical-content knowledge; self-regulated learning; teacher training; test construction
Document Type: Research Article
Affiliations: King Saud University, Saudi Arabia
Publication date: 01 March 2013
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