The Relationship between Tertiary Level EFL Teachers’ Self-Efficacy Perceptions and Their Level of Linguistic Proficiency

Authors

1 PhD Candidate of TEFL, Department of English, Bonab Branch, Islamic Azad University, Bonab, Iran

2 Assistant Professor of TEFL, Department of English, Bonab Branch, Islamic Azad University, Bonab, Iran

Abstract

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.

Keywords



Volume 3, Issue 2
Summer and Autumn 2015
Pages 73-89
  • Receive Date: 08 November 2017
  • Revise Date: 01 February 2018
  • Accept Date: 31 January 2018