The Effect of Background Characteristics on Self-Efficacy Beliefs of English As Foreign Language Teachers in One Selected Middle-East Country

Abstract

Teachers’ sense of efficacy has been shown to influence teachers’ actions and student outcomes. This study explored self-efficacy beliefs among English as Foreign Language teachers in the language centres in one selected Middle-East country. Data were collected through a survey administered to 187 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for management, engagement, and instructional strategies. Results showed that teachers’ perceived efficacy was correlated with some of teachers’ background characteristics. Results also indicated that teachers’ efficacy for classroom management was higher than efficacy for instructional strategies and student engagement.