Effects of EFL Teachers’ Self-efficacy on Motivational Teaching Behaviors

Abstract

This study examined the predictability of EFL teachers' self-efficacy on their motivational teaching behaviors. Participants involved 112 English teachers from China's tertiary education institutes selected by a "snowball" sampling strategy and also from an EFL teacher training camp. They completed a questionnaire survey of the demographic information of participants, their perception of self-efficacy, and their motivational teaching behaviors in English classroom. Results from the descriptive statistics and a multiple regression analysis were generated based on the survey. It indicated that college EFL teachers perceived themselves with much higher self-efficacy for instructional strategies than efficacy for classroom management and efficacy for student engagement. Also, the results revealed that two most frequently used motivational strategies by teachers in language classroom were strategies for generating students' initial motivation and strategies for maintaining and protecting students' motivation. The results also showed that teachers' self-efficacy significantly contributed to the prediction of teachers' motivational teaching behaviors and accounted for more than one third of the variance to teachers' motivational teaching behaviors. This study confirmed that there was a direct causal relationship between English teachers' perceptions of their self-efficacy and their adoption of motivational strategies.

Team-based Simulations among Teacher Trainees: Ethical Dilemmas and Psychological Empowerment in School Bullying Cases

“…The study findings indicate a significant increase in the TBS group and a significant decline in the case study group in this dimension. These findings are consistent with previous studies [19], [27] which show that active learning enhance participants' capability to deal with ethical dilemmas in daily functioning. Thus, participants gain greater self-confidence and feelings of control in their decision-making and consequently have greater self-confidence and feelings of control in their environment.…”

Diseño y validación de una escala para medir el estilo controlador del estudiante de Educación Superior

“…Especial relevancia cobra también en este punto el estudio de las variables individuales, como la autoeficacia (Brown, 2012;Huangfu, 2012) que podrían asociarse a cada uno de los estilos, de forma que puedan continuar el proceso de validez de este instrumento.…”

The Relationship between EFL Teachers’ Critical Thinking and Use of Motivational Strategies

“…Nowadays, many teachers have disregarded the fact that teachers' use of motivational strategies can have a significant effect on their process of teaching in their classrooms (Huangfu, 2012). Many scholars and many studies had emphasized the significant effect of teachers' motivational strategies to enhance critical thinking in the educational context (e.g., Alison & Halliwell, 2002;Brown, 2001;Chambers, 1999;Williams & Burden, 1997).…”