An Investigation of Collective Teacher Efficacy and Teacher Self-Efficacy Subscales in the EFL Context of Iran

Authors

Abstract:

The concept of teacher efficacy has received significant attention in educational contexts in the recent years and has been empirically probed at 2 levels: individual teacher efficacy and collective teacher efficacy. Having their origins in the social cognitive theory, teacher and collective efficacy perceptions are quite distinct constructs, each affecting educational decisions and student achievement particularly. Furthermore, teacher efficacy is a context and culture specific construct rarely investigated in an ELT context. The current study explored the relationship between collective teacher efficacy and teacher self-efficacy as well as its3 subcomponents, that is, efficacy for classroom management, efficacy for student engagement, and efficacy for instructional strategies in the ELT context of Iran. Moreover, this study was an attempt to discover which of the factors/subscales of teacher self-efficacy accounts for most of the variance observed in collective teacher efficacy. Data were collected from 90 English instructors through Tschannen-Moran and Woolfolk Hoy’s (2001) Teacher Sense of Efficacy Scale (TSES) and Goddard’s (2002) Collective Teacher Efficacy Scale (CTES) questionnaires. Informal interviews were also held to tap more into different teacher efficacy aspects. Correlation analysis illustrated no significant relationship between the English instructors’ collective teacher efficacy and teacher self-efficacy as well as its3 subscales. Furthermore, multiple regression analysis indicated that none of the 3 subscales of teacher self-efficacy was a strong predictor of collective teacher efficacy.

Upgrade to premium to download articles

Sign up to access the full text

Already have an account?login

similar resources

an investigation of collective teacher efficacy and teacher self-efficacy subscales in the efl context of iran

the concept of teacher efficacy has received significant attention in educational contexts in the recent years and has been empirically probed at 2 levels: individual teacher efficacy and collective teacher efficacy. having their origins in the social cognitive theory, teacher and collective efficacy perceptions are quite distinct constructs, each affecting educational decisions and student ach...

full text

Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment

A significant research base has increasingly substantiated that teachers are among the most significant players affecting student achievement in second language classrooms. As a result, teacher-related variables have enjoyed much research attention over the recent decades in both mainstream education and English Language Teaching (ELT). Likewise, the present study was set to test a stru...

full text

an investigation into elt teachers’ sense of self-efficacy in teaching reading comprehension and their personality types

as far as bandura’s (1977) conceptualization of the sense of self-efficacy is concerned, it is argued to be context- and even task-specific, compared to other concepts like self-esteem (brown, 2000); therefore, upon the previous research studies, related theories and definitions, and the ideas and views obtained from the interviews conducted with the scholars, the current research study aimed a...

a comparison of teachers and supervisors, with respect to teacher efficacy and reflection

supervisors play an undeniable role in training teachers, before starting their professional experience by preparing them, at the initial years of their teaching by checking their work within the proper framework, and later on during their teaching by assessing their progress. but surprisingly, exploring their attributes, professional demands, and qualifications has remained a neglected theme i...

15 صفحه اول

a comparative study of the relationship between self-, peer-, and teacher-assessments in productive skills

تمایل به ارزیابی جایگزین و تعویض آن با آزمون سنتی مداد و کاغذ در سالهای اخیر افزایش یافته است. اکثر زبان آموزان در کلاس های زبان از نمره نهایی که استاد تعیین میکند ناراضی اند. این تحقیق جهت بررسی ارزیابی در کلاس های زبان انگلیسی به هدف رضایتمندی زبان آموزان از نمره هایشان انجام گرفته است که در آن نمرات ارائه شده توسط سه گروه ارزیاب (ارزیابی خود دانشجو، همسالان واستاد) در مهارت های تولید (تکل...

15 صفحه اول

teachers emotional intelligence, self-efficacy, and perceived english language proficiency: a case of iranian efl teachers

educational researchers have provided evidence that teachers’ emotional intelligence has strong effects on various aspects of teaching and learning. yet, in the field of teaching english to speakers of other languages (tesol), inquiry into teachers’ emotional intelligence is nearly limited. given its documented powerful impact on teaching practices and student learning, it is critical to pursue...

15 صفحه اول

My Resources

Save resource for easier access later

Save to my library Already added to my library

{@ msg_add @}


Journal title

volume 2  issue 1

pages  14- 28

publication date 2011-10-08

By following a journal you will be notified via email when a new issue of this journal is published.

Hosted on Doprax cloud platform doprax.com

copyright © 2015-2023