چکیده:
Teachers‟ sense of efficacy belief has been introduced as a context-specific construct, but the related literature is not clear on this specificity. This study was an attempt to show how contextual factors influence efficacy beliefs among English language teachers. To this end, thirty Iranian EFL teachers working in both school and private institute contexts were chosen as the participants to respond to Teachers‟ Sense of Efficacy Beliefs questionnaire (Tschannen-Moran & Hoy, 2001) twice: once based on school context and once based on private institute context. Afterwards, the participants were invited to a brief interview designed to investigate further the reasons for which they had scored higher in either context. The interview findings and the results of a t-test revealed that context really made a difference. It is argued that the proper or improper functioning of efficacy building sources is the cause of the difference.
خلاصه ماشینی:
To this end, thirty Iranian EFL teachers working in both school and private institute contexts were chosen as the participants to respond to Teachers‟ Sense of Efficacy Beliefs questionnaire (Tschannen-Moran & Hoy, 2001) twice: once based on school context and once based on private institute context.
But the point is that many of the teachers who teach in these institutes are simultaneously teaching in state schools indicating that, probably, the mentioned teachers function differently and more fruitfully when teaching in these institutes, something that this study tries to shed more light on with reference to Bandura‟s sense of efficacy belief theory (Bandura, 1997).
Successful teachers have been reported to have higher degrees of self efficacy beliefs and it has been shown that such beliefs are positively correlated with students‟ achievement (Caprara, Barbaranelli, Steca, & Malone, 2006; Ross, 1992).
Specifically, they were required to answer the following question: "Why did you give yourself a better score in either the institute or the school context?" Both contexts were observed and analyzed by the researcher in terms of different factors influential in raising or lowering efficacy beliefs among the teachers.
It seems that the answer to this question lies in the fact that there are factors, in the institute context, such as the number of students in each class, the teachers‟ preparation, the parents‟ expectation, the system‟s requirements, the rigorous syllabus, the teacher training program and many others which cause a teacher to see himself/herself in progress and, as a result, feel more sense of efficacy belief, which is positively correlated with students‟ achievement (Caprara, Barbaranelli, Steca, & Malone.