چکیده:
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.
خلاصه ماشینی:
"Teachers' beliefs in their ability to perform tasks related to teaching have been and continue to be intertwined with such variables as student achievement (McLaughlin & Marsh, 1978), student motivation (Midgley, Feldlaufer, & Eccles, 1989), teachers’ valuing of educational innovations (Cousins & Walker, 2000), classroom management skills (Woolfolk, Rosoff, & Hoy, 1990), and teacher stress (Greenwood, Olejnik, & Parkay, 1990).
Factors Affecting Teacher Self-efficacy Teacher efficacy has been shown to be related to a number of important issues, including selected teacher characteristics (Ghaith & Shaaban, 1999), the amount of teaching experience in in-service and prospective teachers (Torre Cruz & Casanova Arias, 2007), the influence of contextual factors (Knoblauch & Woolfolk Hoy, 2008), burnout (Akbari & Karimi Alvar, 2007; Brouwers & Tomic, 2000; Fives, Hamman, & Olivarez, 2007), teachers' predictions of student success (Tournaki & Podell, 2005), self-efficacy beliefs of novice and experienced teachers (Tschannen- Moran & Woolfolk Hoy, 2007), and the strength of teachers’ efficacy beliefs (Egel, 2009).
Table 3 Items related to each sub-scale of the TEBS-Self Sub-scales No. of Items Items communication/clarification 9 5,10, 11, 15, 16, 17, 18, 22, 23 management/climate 10 3, 4, 5, 6, 7, 8, 9, 24, 30, 31 accommodating individual 7 1, 2, 12, 13, 14, 27, 28 differences motivation of students 3 26, 29, 30 managing learning routines 3 3, 4, 5 higher-order thinking skills 4 19, 20, 21, 25 Data Collection and Analysis At first, the questionnaires were administered to the teachers at the different branches of a language institute."