University prep school instructors' self-efficacy perceptions Universite ogretim elemanarinin oz yeterlilik algilari

Can S., DALOĞLU A.

Journal of Language and Linguistic Studies, vol.17, pp.493-516, 2021 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 17
  • Publication Date: 2021
  • Journal Name: Journal of Language and Linguistic Studies
  • Journal Indexes: Scopus, EBSCO Education Source, ERIC (Education Resources Information Center), MLA - Modern Language Association Database
  • Page Numbers: pp.493-516
  • Keywords: Classroom management, English language instructors, Instructional strategies, Language proficiency, Self-efficacy
  • Middle East Technical University Affiliated: Yes

Abstract

© 2021 Selcuk University. All Rights Reserved.The aim of this study is to search instructors' self-efficacy perceptions in English teaching at university prep school context. The relationship between instructors' self-efficacy perceptions and their use of teaching strategies, proficiency level and background characteristics is also investigated based on the three subdimensions of self-efficacy. Mixed method design was employed in the study. In the first phase, a four parts questionnaire was conducted to 374 prep school EFL instructors at 8 different universities in Turkey. In the second phase, interview sessions were held with 25 instructors working at same universities to gain a wide perspective on the points investigated in the questionnaire. Results have revealed that participants' self-efficacy level is quite high especially in classroom management and instructional strategies. Moreover, a significant relationship was found between instructors' self-efficacy perceptions and their language proficiency. Another important finding of the study was that there was a strong correlation between instructors' self-efficacy perceptions and their teaching experience.