Arab Educational Information Network

One of the much under-researched areas in English language education in Egypt and elsewhere is teacher self-efficacy. This study aimed to ascertain secondary school EFL teachers’ levels of self-efficacy. It also aimed to assess the relationship between EFL teachers’ perceived self-efficacy and their teaching behaviors on the first hand, and between EFL teachers’ perceived self-efficacy and their students’ academic achievement on the other. A further perceived aim was to assess the impact of teacher characteristics, such as gender, qualifications and job position, on teachers’ self-efficacy. Data were drawn from 4 sources: 1) EFL teacher self-efficacy scale, 2) semi-structured focus-group interviews, 3) classroom observation form and 4) students’ achievement records in EFL. Data collection came in two phases. Phase one of the study was represented by administering the TSES to a sample of 197 EFL teachers working at 16 general secondary schools. In the second phase classroom observations and semi-structured interviews were conducted with a sub-sample drawn from the TSES sample of EFL teachers (n=38). The study made use of both quantitative and qualitative data analysis. Results of descriptive data analysis showed that EFL teachers rated themselves high in self-efficacy. Analysis also showed no statistically significant differences between male and female EFL teachers in their perception of self-efficacy while significant differences were found amongst teachers in their perceptions of their self-efficacy due to differences in qualifications and job positions. Further statistical analysis showed a statistically significant correlation between EFL teachers’ perceptions of their self-efficacy and their classroom teaching behaviors, and between their perceived self-efficacy and their students’ academic achievement. Qualitative analysis of the interviews showed several constraints that acted against teachers’ attempts to exhibit classroom teaching behaviors consistent with their perceived self-efficacy. The findings of the study carry a set implication for EFL teacher education and pose a set of recommendations related to EFL teaching and curriculum development in Egypt. Further research studies are suggested. (Published abstract)