چکیده:
Teacher self-efficacy has been identified as an important characteristic of teachers that can positively influence both teacher and student outcomes. The relationship between teachers’ self-efficacy and their linguistic proficiency, however, is yet to be investigated. The present study was an attempt to examine the rather under-researched issue of teachers’ level of linguistic competence in their efficacy perceptions. For this purpose, 50 teachers from different universities in Iran with varying demographic characteristics took part in the study. Respondents were asked to provide answers to the Teacher Efficacy Scale (TES) and the perceived linguistic proficiency self-rating. The results of statistical analysis using Spearman correlation and Regression analysis demonstrated a significant relationship between teachers’ self-efficacy and their level of proficiency. The results of regression, too, confirmed the predictability of the level of the proficiency of the self-efficacy beliefs of teachers in their classroom practices. The findings are discussed in relation to previous research and implications are provided for future investigations.
خلاصه ماشینی:
The Relationship between Tertiary Level EFL Teachers’ Self-Efficacy Perceptions and Their Level of Linguistic Proficiency Shabnam Kurosh Khanshan٭ (Corresponding Author) PhD Candidate of TEFL, English Language Department, Bonab Branch, Islamic Azad University, Bonab, Iran E-mail: shabnamkorosh@gmail.
Studies correlate the effects of teacher self-efficacy on student outcome, teachers’ competence and instructional methods, and teachers’ desire to try numerous materials and enthusiasm for teaching (Ashton & Webb, 1986; Woolfolk & Hoy, 1990; Ross, 1992).
There has also been a growing interest in EFL context among local researchers who have contributed to the understanding of the role of self-efficacy in affecting teachers’ behavior and students’ outcome over the past few years (Akbari & Moradkhani, 2010; Tajeddin & Khodaverdi, 2010).
In terms of linguistic competence, several studies have illuminated that nonnative teachers’ language capabilities potentially impact their professional self-efficacy beliefs, their professional status as teachers, and their pedagogical processes (e.
In spite of the significance of this issue in teacher development, there have been very few studies to look into the role that teachers’ level of proficiency play in either shaping or hindering their self-efficacy perceptions.
A third major dimension of teaching efficacy which has been defined as the belief shared across teachers in a school regarding the school’s capabilities to impact student achievement and motivation is collective teacher efficacy (Goddard, Hoy & 75 The Journal of Applied Linguistics and Discourse Analysis Volume 3, Issue 2, Summer and Autumn, 2015, pp.
Teachers’ sense of self-efficacy, English proficiency, and instructional strategies: A study of nonnative EFL teachers in Iran.