ERIC Number: EJ697960
Record Type: Journal
Publication Date: 2005-Apr
Reference Count: N/A
Teachers' Perceived Efficacy among English as a Foreign Language Teachers in Middle Schools in Venezuela
Teaching and Teacher Education: An International Journal of Research and Studies, v21 n3 p257-272 Apr 2005
Teachers' sense of efficacy has been shown to influence teachers' actions and student outcomes. This study explored self-efficacy beliefs among English as a Foreign Language teachers in selected schools in Venezuela. Data were collected through a survey administered to 100 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for management, engagement, and instructional strategies. Interviews were conducted with a purposeful sample. Results showed that teachers' perceived efficacy was correlated with self-reported English proficiency. Results also indicated that teachers' efficacy for instructional strategies was higher than efficacy for management and engagement. kely such a belief. Teachers' perceived capabilities to teach seem to have a direct impact on teaching practices. Teachers' perceived efficacy influence not only the kind of environment they create for their students but also their judgments about the different tasks they perform to bring about student learning. (Educ. Psychol. 28 (2) (1993) 117; Self-efficacy: The Exercise of Control, W. H. Freeman and Company, New York, 1997). The present study focused on teacher self-efficacy beliefs in the context of EFL classrooms, taking into account that both teaching tasks and teachers' assessment of their capabilities form part of efficacy beliefs (Rev. Educ. Res. 68(2) (1998) 202). In this study, teachers' sense of efficacy refers to English teachers' judgments on their capabilities to bring about student change even in those difficult or unmotivated students (J. Educ. Psychol. 76 (1984) 569; Am. Educ. Res. J. 31 (1994) 627).
Descriptors: Foreign Countries, Middle School Teachers, Middle Schools, Teaching Methods, Educational Strategies, English Teachers, English (Second Language), Self Efficacy
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Publication Type: Journal Articles
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New York; Venezuela