Teachers’ perceptions of self-efficacy, English proficiency, and instructional strategies

Cevdet Yilmaz1
1Çanakkale Onsekiz Mart University, Turkey
Cite this article:  Yilmaz, C. (2011). Teachers’ perceptions of self-efficacy, English proficiency, and instructional strategies. Social Behavior and Personality: An international journal, 39(1), 91-100.

Volume 39 Issue 1 | e2095 | Published: February 2011 | DOI: https://doi.org/10.2224/sbp.2011.39.1.91

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Please note: The author has acknowledged that sections of this article had been published elsewhere prior to this publication. The original article was published by Zohreh R. Eslami and Azizullah Fatahi. The reference for this work is: Eslami, Z. R., & Fatahi, A. (2008). Teachers' sense of self-efficacy, English proficiency, and instructional strategies: A study of nonnative EFL teachers in Iran. TESL-EJ, 11(4), 1-19.

The SBP Journal article contains a new research sample, original data, and new data analysis unique to Turkey. These can still be viewed through this online version of the manuscript. Credit for the research framework, methods, and discussion of this topic should be given to Eslami and Fatahi (2008).

The main purpose in the study was to examine the efficacy beliefs of Turkish EFL (English as a Foreign Language) teachers. Teachers’ perceptions of their teaching efficacy regarding personal capabilities to teach English and their self-reported English proficiency level were also investigated. The data were collected through a survey completed by 54 teachers. Results indicated that teachers’ perceived efficacy was correlated with their self-reported English proficiency, and that teachers’ efficacy for instructional strategies was greater than their efficacy for management and engagement. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their perceived self-efficacy.

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