Exploring the Antecedents of English Language Teachers' Teaching Self-Efficacy: A Qualitative Study

Autor/inn/en	Alibakhshi, Goudarz; Abdollahi, Hossein; Nezakatgoo, Behzad
Titel	Exploring the Antecedents of English Language Teachers' Teaching Self-Efficacy: A Qualitative Study
Quelle	In: Qualitative Research Journal, 21 (2021) 3, S.286-303 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alibakhshi, Goudarz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-9883
DOI	10.1108/QRJ-05-2020-0040
Schlagwörter	Language Teachers; High School Teachers; English (Second Language); Self Efficacy; Teacher Effectiveness; Teacher Characteristics; Preservice Teacher Education; Inservice Teacher Education; Collegiality; Teacher Administrator Relationship; Quality of Working Life; Predictor Variables; Foreign Countries; Iran (Tehran) + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Kollegialität; Arbeitsqualität; Prädiktor; Ausland
Abstract	Purpose: This study aimed at exploring the antecedents of English as a Foreign Language (EFL) teachers' self-efficacy (SE). That is, the main purpose was to deeply delve into the main variables and latent which lead to a high sense of SE among teachers of English as a foreign language. Design/methodology/approach: A phenomenological inquiry was employed to explore the antecedents of language teachers from their eyes. In this study, the phenomenon is SE antecedents. The researchers employed this method to help identify the meaning behind the human experience as it is related to a phenomenon or notable collective occurrence. A semistructured interview checklist was developed, carefully worded, reviewed by five teacher educators known as experts in qualitative research methodology and teacher education and edited based on the experts' feedback. Findings: The findings showed that the antecedents of SE can be categorized into personal variables, educational variables and institutional variables. Personal variables include verbal intelligence, language proficiency and some other traits. The institutional variables include support from administration, support from colleagues, support from the community and quality of work life. The educational antecedents include preservice and in-service training courses. Preservice training courses included the following: the courses on general language skills, courses on teaching methods, practicum courses, etc. Originality/value: This study was undertaken in a specific context and the participants are specific. Almost all studies on SE are quantitative, and this qualitative study explored the antecedents of teachers' SE from their own eyes. Some of the explored studies were not mentioned in any of the related studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01