University preparatory school instructors' self-efficacy beliefs

Can, Seçki
The purpose of this study is to investigate university preparatory school instructors’ self-efficacy beliefs in teaching English and its interaction with their background characteristics, reported proficiency level in English and their perceived use of teaching strategies with a specific emphasis to three sub-dimensions of self-efficacy. To achieve these aims, the present study employed a mixed methods design which consisted of two main stages. In the first stage, a questionnaire consistinged of four parts were distributed to 374 EFL instructors working at preparatory schools of 8 different universities in Turkey. In the second stage, interviews were conducted with 25 instructors from these universities in order to gain deeper insights regarding the issues explored in the questionnaire. The quantitative and qualitative findings of the study revealed that instructors have a rather high level of self-efficacy, especially in terms of classroom management and instructional strategies. Another important finding of the study was that there was a significant relationship between instructors’ self-efficacy beliefs and their language proficiency. In addition, it was also found that there was a significant relationship between teaching experience and self- efficacy.
Citation Formats
S. Can, “University preparatory school instructors’ self-efficacy beliefs,” Thesis (Ph.D.) -- Graduate School of Natural and Applied Sciences. English Language Teaching., Middle East Technical University, 2019.