| The Impact of Demographic Characteristics on The Self-Efficacy Perception of Iranian English Teachers |
| Paper ID : 1016-CNF-FULL |
| Authors |
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Ahmadreza Eghtesadi Roudi * ELT Department, Shahid Beheshti Campus of Mashhad, Farhangian University |
| Abstract |
| Self-efficacy is a highly important characteristic of teachers in that misjudgment about one’s capabilities breeds dysfunction. It has also been found to influence many professional aspects of the teaching job such as motivation and performance accomplishment, student achievement, self-esteem, and attitudes, etc. Therefore, it is important to know which factors influence teachers’ self-efficacy. This study examined the role of demographic characteristics of gender, academic degree, experience, and teaching context in the self-efficacy perception of 265 male and female English teachers who taught either at public high schools or in private language institutions. The Teacher Self-Efficacy Scale, which measures efficacy for instructional strategies, efficacy for classroom management, and efficacy for student engagement, along with a demographic questionnaire was administered to the participants. The non-normal collected data were analyzed using Mann-Whitney and Kruskal Wallis tests. Results showed that teachers, in general, had a good level of self-efficacy perception (around 75% on each dimension of self-efficacy or a score of 30 out of the possible maximum score of 40 for each dimension). Moreover, none of the demographic factors played a significant role in different aspects of self-efficacy. The findings imply that research on self-efficacy should focus on other factors which may influence the self-efficacy of teachers. Moreover, further research should study the self-efficacy level of teachers with different demographic characteristics especially through qualitative methods. |
| Keywords |
| Self-efficacy, gender, education level, experience, context |
| Status: Accepted |