NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ898136
Record Type: Journal
Publication Date: 2008-Mar
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1072-4303
Teachers' Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran
Eslami, Zohreh R.; Fatahi, Azizullah
TESL-EJ, v11 n4 Mar 2008
This study examined the efficacy beliefs of nonnative English speaking (NNES) Iranian EFL teachers. EFL teachers' perceptions of their teaching efficacy in terms of personal capabilities to teach English as a Foreign Language (EFL) and their perceived English language proficiency level were examined. A modified version of the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for management, engagement, and instructional strategies. Based on Chacon's (2005) study, two other subscales (self-reported proficiency and pedagogical strategies) were also used. The results showed that the teachers' perceived efficacy was positively correlated with self-reported English proficiency. The findings also revealed that the more efficacious the teachers felt, the more inclined they were to use communicative-based strategies. The study has implications for the preparation of NNES teachers and the support they need to develop their language proficiency, which in turn is related to their perceived self-efficacy. (Contains 4 tables and 1 note.)
TESL-EJ. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran