TY - JOUR T1 - EFL Teachers' Efficacy Beliefs: Impacts of Gender, Experience, and Educational Background TT - باورهای معلمان زبان انگلیسی در مورد کارآمدی خود: تاثیرات جنسیت، تجربه و پیشینه تحصیلی JF - ijla JO - ijla VL - 14 IS - 1 UR - http://ijal.khu.ac.ir/article-1-35-en.html Y1 - 2011 SP - 159 EP - 182 KW - Postmethod KW - Principled Pragmatism KW - Self-efficacy Belief KW - Teacher education KW - Teacher efficacy N2 - In recent years the notion of teachers' professional development has featured regularly in the field of second language teaching and received great attention as a result of concerns for teacher education, particularly factors affecting teacher's principled pragmatism in the postmethod era. One such factor functioning as the focus of this study is teacher efficacy. Using Dellinger, Bobbett, Olivier, and Ellett's (2008) Teachers’ Efficacy Beliefs System-Self Form (TEBS-Self) (consisting of the six sub-scales of communication/clarification, management/climate, accommodating individual differences, motivation of students, managing learning routines, and higher order thinking skills), this study investigated the relationship between EFL teachers' expectation of their efficacy and the three teacher variables of gender, years of experience in EFL teaching, and relatedness of their education to ELT. As many as 59 EFL teachers were administered the TEBS-Self. Results showed that the three selected teacher characteristics did not affect teachers' evaluation of their efficacy. The findings imply that teachers need reflective teaching practice to develop a good understanding of their efficacy. M3 ER -