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The Predictors of English language preparatory school instructors' self-efficacy beliefs

Ülkümen, Hatice Aslı
The purpose of this study was to investigate whether university type, years of teaching experience, mastery experience, undergraduate major, colleague support, and administration support would predict EFL instructors’ self efficacy beliefs for classroom management, instructional strategies, and student engagement. A total of 285 English language instructors from nine universities in Ankara constituted the participants of the study. The data were collected through a five-section scale, consisting of the Turkish version of Teachers’ Sense of Efficacy Scale, Mastery Experience Scale, Colleague Support Scale, Administration Support Scale, and a demographic information section. So as to provide evidence for validity and reliability of the data collection instrument, exploratory and confirmatory factor analyses were carried out. Three separate hierarchical regression analyses were conducted by the help of SPSS 20 to address the research questions. The results of the study displayed that mastery experience, years of teaching experience, administration support, and university type were the statistically significant predictors of teacher efficacy of EFL instructors. In other words, the instructors’ efficacy for instructional strategies was predicted by all of the four predictors herein mentioned. The predictors of their efficacy for student engagement were found to be mastery experience, administration support, and university type. Teacher efficacy for classroom management, on the other hand, was predicted by mastery experience and years of teaching experience. Mastery experience of the instructors was, by far, the most significant indicator of their self-efficacy levels, while their undergraduate majors and the support of their colleagues were not significantly correlated with their sense of efficacy.