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:: Volume 14, Issue 1 (3-2011) ::
IJAL 2011, 14(1): 159-182 Back to browse issues page
EFL Teachers' Efficacy Beliefs: Impacts of Gender, Experience, and Educational Background
Zia Tajeddin , Neda Khodaverdi
Allameh Tabataba’i University
Abstract:   (5301 Views)
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.
Keywords: Postmethod, Principled Pragmatism, Self-efficacy Belief, Teacher education, Teacher efficacy
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Type of Study: Research |
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Tajeddin Z, Khodaverdi N. EFL Teachers' Efficacy Beliefs: Impacts of Gender, Experience, and Educational Background. IJAL. 2011; 14 (1) :159-182
URL: http://ijal.khu.ac.ir/article-1-35-en.html

Volume 14, Issue 1 (3-2011) Back to browse issues page
Iranian Journal of Applied Linguistics
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