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Teachers' perceptions of self-efficacy, English proficiency, and instructional strategies

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Abstract:

The main purpose in the study was to examine the efficacy beliefs of Turkish EFL (English as a Foreign Language) teachers. Teachers' perceptions of their teaching efficacy regarding personal capabilities to teach English and their self-reported English proficiency level were also investigated. The data were collected through a survey completed by 54 teachers. Results indicated that teachers' perceived efficacy was correlated with their self-reported English proficiency, and that teachers' efficacy for instructional strategies was greater than their efficacy for management and engagement. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their perceived self-efficacy.
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