1st International Science, Education, Art & Technology Symposium, İzmir, Turkey, 2 - 04 May 2019, pp.406
The purpose of this study is to explore the predictors of Turkish EFL instructors' self-efficacy beliefs at the tertiary level. The aim is to discover the most influential factors that shape preparatory school instructors' self-efficacy beliefs and its sub-dimensions in relation to classroom management, instructional strategies, and student engagement. Ultimately, the study seeks to develop a deeper understanding of how and why these factors may impact teachers' sense of efficacy in the field of English language teaching. To achieve these aims, the present study employed an explanatory mixed methods design whichconsistedoftwomainstages.Inthefirststage,aquestionnairewasdistributedto434TurkishEFLinstructorsworking at universities in Ankara,İstanbul,andİzmir. Inthesecondstage,interviewswereconductedwithtwentyteacherstogain deeperinsightintotheissuesstated inthequestionnaire.Thequantitativeandqualitativefindingsfromthisstudyrevealedthatin- service training was a significant factor that influenced efficacy beliefs when combined with an effective working environment and administrative support, so a combination of these factors may help to further develop instructors' self- efficacy beliefs. Moreover, training had a positive effect on these beliefs when it was able to meet certain requirements. That is,itwas foundtobebeneficialwhenit wasmorepractical,long-term,andcollaborativeinnature.