Literaturnachweis - Detailanzeige
Autor/inn/en | Alibakhshi, Goudarz; Nikdel, Fariborz; Labbafi, Akram |
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Titel | Exploring the Consequences of Teachers' Self-Efficacy: A Case of Teachers of English as a Foreign Language |
Quelle | In: Asian-Pacific Journal of Second and Foreign Language Education, 5 (2020), Artikel 23 (19 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2363-5169 |
DOI | 10.1186/s40862-020-00102-1 |
Schlagwörter | Self Efficacy; Language Teachers; English (Second Language); Teacher Influence; Student Motivation; Teacher Burnout; Teacher Persistence; Job Satisfaction; Academic Achievement Self-efficacy; Selbstwirksamkeit; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schulische Motivation; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Schulleistung |
Abstract | Teacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers' self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers' teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers' teaching practices, learners' motivation, and achievement. It also affects teachers' burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |