A Multivariable examination of the relationships between efl instructors’ self-efficacy beliefs and motivation in higher education
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This study aimed to investigate the overall beliefs of EFL instructors regarding motivation beliefs about both intrinsic and extrinsic dimensions and self-efficacy beliefs with its dimensions of classroom management, instructional strategies and student engagement efficacy. Secondly, the relationship among them was investigated at EFL higher education context.Two instruments were used for the study. The first instrument used as the data collection instrument is a questionnaire to measure motivation beliefs created by the researcher considering the motivation literature and expert opinions. The second instrument used is the short English version of Teachers’ Sense of Efficacy Scale. The results indicate that teachers’ overall motivation and self-efficacy beliefs were both high. According to the results, both intrinsic motivation and extrinsic motivation are high. Instructors’ motivation beliefs significantly correlate with their self-efficacy beliefs. As for self-efficacy, total self-efficacy and other dimensions are quiet high but the student v engagement is lower than the other categories. As for the relationship between motivation and self-efficacy beliefs, there is a significant correlation between them. The analyses indicate that EFL instructor’s instructional strategies and student engagement beliefs associate with intrinsic motivation beliefs. Their years of experience and instructional strategies beliefs predict extrinsic motivation beliefs. The results of the study in terms of the relationship between instrinsic and extrinsic motivation variables and self-efficacy and motivation variables can be used for increasing both self-efficacy and motivation of instructors, and beneficial for instructors, administrators and curriculum developers in the field of ELT.