An Investigation of Pre-Service EFL Teachers’ Self-Efficacy Beliefs

Abstract

The purpose of this study was to investigate pre-service English as a foreign language (EFL) teachers’ self-efficacy beliefs. The study was a descriptive study based on a single screening model. A total of 291 freshman, sophomore, junior and senior students studying at a state university in Turkey during the fall semester of the academic year 2018-2019 participated in the study. Teachers’ Sense of Efficacy Scale (TSES) which was originally developed by Tschannen-Moran & Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005) was used to determine pre-service EFL teachers’ self-efficacy beliefs. Pre-service EFL teachers’ self-efficacy beliefs were analyzed by descriptive statistics. Differences in participants’ self-efficacy perceptions by class level were analyzed by one-way ANOVA. The Tukey multiple comparison test was used to determine significant differences among the different class levels. Research results revealed that pre-service EFL teachers had relatively high-level teacher self-efficacy perceptions in general and for classroom management, student engagement and instructional strategies subscales. Also, it was found that juniors had significantly higher scores than sophomores in both total scale and student engagement subscale. Total and subscale scores at other class levels did not differ significantly. It was suggested that pre-service EFL teachers’ self-efficacy perceptions should be considered with greater attention in the ELT program at the university and special efforts are required to strengthen seniors’ self-efficacy perceptions.

Development of a Scale: Self-Efficiency of English Language Teachers for the Education of Gifted Students

“…Literature review of the related studies revealed that there were many studies determining teacher self-efficacy levels and self-efficacy levels of teachers regarding gifted students (Alibakshi, Nikdel & Labbafi, 2020;Balcı, Şanal & Üğüten, 2019;Bayraktar, Ateş & Afat 2019;Cantrell, Young & Moore 2003;Çankaya, 2018;Dinçer, 2019;Erdoğan, 2015;Freitag, 2020;Kaygısız, Anagun & Karahan, 2018;Kudelich, 2018;Matheis, Kronborg, Schmitt & Preckel 2018;Morris, Usher & Chen, 2016;Oral, 2017;Schunk, Meece & Pintrich 2014;Tezcan, 2012;Tschannen-Moran & Hoy, 2001). Yet there was a limited number of studies about English teachers' self-efficacy levels for gifted students.…”

“…It has also been observed that there were studies measuring teachers' selfefficacy regarding gifted students (Bayraktar, Ateş & Afat 2019;Dinçer, 2019;Erdoğan, 2015;Freitag, 2020;Matheis, Kronborg, Schmitt & Preckel 2018;Oral, 2017;Tezcan, 2012). To add more it is seen there were studies measuring the self-efficacy levels of English language teachers (Alibakshi, Nikdel & Labbafi, 2020;Balcı, Şanal & Üğüten, 2019;Çankaya, 2018;Kaygısız, Anagun & Karahan, 2018;Kudelich, 2018). On the other hand, English language teachers' self-efficacy levels regarding the education of the gifted students were examined in a limited number of studies.…”

An Analysis of the Relationship between University Students’ Views on Distance Education and their Computer Self-Efficacy

“…Previous research has shown that self-efficacy beliefs are perceived as important contributions to students' academic and personal achievement. In particular, academic self-efficacy beliefs affect the perception of skills in scholastic issues as well as in self-regulation processes that aid learning (Balcı, Şanal, & Üğüten, 2019;Basili et al, 2020;Fernandez-Rio, Cecchini, Méndez-Gimenez, Mendez-Alonso, & Prieto, 2017). Students with higher self-efficacy beliefs are better at managing their own learning, are more likely to be more academically successful, use their performance as a guide to assess their self-efficacy and finally complete their education (Bandura, Caprara, Barbaranelli, Pastorelli, & Regalia, 2001;Schunk, 1994).…”

From Practicum to Real Classroom: Does Experience Change Perceived Self-efficacy Beliefs of English Language Teachers?

“…The reason for such a booming interest in self-efficacy beliefs of foreign language teachers might be the challenges imposed on foreign language teachers such as their doubting themselves regarding their own linguistic competence, pronunciation, fluency in the language they teach (Wyatt, 2018). There are now numerous studies in the literature which focused on self-efficacy beliefs of English language teachers (e.g., Aslan-Yazıcı, 2019;Balcı et al, 2019;Genç et al, 2016;Kaygısız et al, 2018;Tavil, 2014;). A considerable majority of these studies investigated the PSE of PSELTs during their education; some of such studies focused on the impact of various factors such as teaching experience, English proficiency level and institutional policies on PSE while others focused on the effects of PSE on such factors as self-reported English proficiency levels and teaching practices.…”

“…The study attempted to analyze the impact of reflective journals on the efficacy beliefs of PSELTs and concluded that writing reflective e-journals significantly increased the self-efficacy levels of the participants. Another study on the self-efficacy beliefs of PSELTs was conducted by Balcı et al (2019). In their descriptive study, the researchers analyzed the self-efficacy beliefs of pre-service English language learners throughout the four years of the program and aimed to find out whether PSE differed by class level.…”