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 at defining the construct of english teachers’ sense of self efficacy in teaching reading comprehension and developing the corresponding measure to help such teachers self-evaluate their efficacy in teaching the very skill. the research procedure and the related statistics introduced four underlying factors for the newly defined construct within the domain of self-efficacy. the factors refer to efl teachers’ sense of self-efficacy in teaching reading comprehension in terms of applying different techniques to teach reading comprehension, involving the learners in classroom activities, making the students aware of the importance of reading comprehension skill, and utilizing creativity to teach reading comprehension. besides, in view of the fact that personality traits, to a large extent, contribute to teachers’ development and progress, the present study also drew on investigating the probable relationship efl teachers’ personality types may have with their sense of self-efficacy in teaching reading comprehension. the obtained results indicated that the correlation was significant for efl teachers’ sense of self-efficacy in making use of different techniques to help learners deal with reading comprehension tasks and ‘thinking’ personality type, efl teachers’ sense of self-efficacy in making the learners involved in classroom activities and ‘extroversion’ personality types, efl teachers’ sense of self-efficacy in making the learners aware of the importance of reading comprehension skill and ‘judging’ personality type, and efl teachers’ sense of self-efficacy in utilizing their creativity to teach reading comprehension and ‘intuition’ personality type.