Predictors of university EFL instructors’ self efficacy beliefs in Turkey

Taşer, Duygu
The purpose of this study is to explore the predictors of Turkish EFL instructors’ self-efficacy beliefs at the tertiary level. The aim is to discover the most influential factors that shape preparatory school instructors’ self-efficacy beliefs and its sub-dimensions in relation to classroom management, instructional strategies, and student engagement. Ultimately, the study seeks to develop a deeper understanding of how and why these factors may impact teachers’ sense of efficacy in the field of English language teaching. To achieve these aims, the present study employed an explanatory mixed methods design which consisted of two main stages. In the first stage, a questionnaire was distributed to 434 Turkish EFL instructors working at universities in Ankara, İstanbul, and İzmir. In the second stage, interviews were conducted with twenty teachers who volunteered to participate in the study for the purpose of gaining deeper insight concerning the issues stated in the questionnaire. The quantitative and qualitative findings from this study revealed that the instructors have a rather high overall level of self-efficacy, especially in terms of classroom management and instructional strategies. Another important finding of this research was that teaching experience and the working environment were significant predictors of instructors’ efficacy beliefs. In addition, it was found that in-service training showed significance when combined with an effective working environment and administrative support, so a combination of these factors may help to enhance instructors’ self-efficacy beliefs.
Citation Formats
D. Taşer, “Predictors of university EFL instructors’ self efficacy beliefs in Turkey,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.