مستوى الممارسات الصفية لدى معلمي اللغة الإنجليزية للمرحلة الأساسية وعلاقتها بفاعلية الذات
This study aimed to know “the level of classroom practices among teachers of the English language for the basic stage and its relationship to self-efficacy in Qasabat Mafraq.” The study sample consisted of (119) teachers of the English language for the basic stage, who were selected in a systematic random manner, and to achieve the objectives of the study, the curriculum was used. Descriptive and analytical. The implications of the validity and reliability of the study tools were confirmed through apparent validity and the extraction of reliability coefficients using the method of internal consistency using the Cronbach Alpha equation and the method of repetition and reliability by repetition on an exploratory sample and extracting the correlation coefficient between the two times of application. The results of the study showed that: 1) The level of practices The grade level among the English language teachers for the basic stage in Qasabat Al-Mafraq was “high” and with an arithmetic average of (4.24). It was also found that the level of self-efficacy among the English language teachers for the basic stage in Qasabat Al-Mafraq was “high” with an arithmetic average of (4.38), 2) There was no statistically significant differences (α = 0.05) for the self-efficacy of English language teachers for the basic stage in Qasabat Mafraq due to the effect of gender, academic qualification, and number of years of experience in all dimensions. 3) There is a statistically significant correlation at the significance level (α= 0.05) between the level of classroom practices among English language teachers and their self-efficacy. In light of the findings of the study, it came up with several recommendations, the most important of which are: directing teachers towards employing good classroom practices to teach the English language because of its importance in developing their self-efficacy. (Author’s abstract)