English Language Teachers’ Knowledge and their Self-efficacy

Abstract

Abstract-The present research aims at exploring the relationship between novice English teachers' knowledge and their self-efficacy. A teacher knowledge test and an efficacy questionnaire were administered to 55 novice English teachers. The data were gathered from male and female novice teachers teaching at language institutes in Tehran with ages between 20 and 25. The results showed that there is a significant relationship between English Teachers Knowledge Test (TKT) and their self-efficacy. The results are discussed in the light of previous findings.

Sex Education – Why Bother? The Contribution of a Sex Education Course in a Multicultural College for StudentTeachers

“…These scholars have advocated that teacher training should focus on the development of content knowledge, since it will have implications for the teacher's confidence to teach. Similar findings indicate a correlation between Iranian teachers' knowledge of English at the inception of their professional career, and their self-efficacy to teach the language [26].…”

Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)

“…A limitation of this test is that it is designed around multiple choice rather than open questions, and accordingly is more likely to elicit idealised cognitions rather than those that are situated in relation to actual practices, as Borg (2006) warns of such elicitation methods. Nevertheless, despite this limitation (which is not acknowledged), Zakeri and Alavi (2011) were able to conclude that "enhancing teachers' knowledge tends to have a positive influence on their sense of efficacy" (p. 418).…”

“…The knowledge possessed by teachers has also been assessed in quantitative studies, but more indirectly, for example through the TKT Test, which seeks to measure familiarity with different teaching methods, utilisation of resources, and understanding of aspects of lesson planning and of classroom management techniques (Zakeri & Alavi, 2011). A limitation of this test is that it is designed around multiple choice rather than open questions, and accordingly is more likely to elicit idealised cognitions rather than those that are situated in relation to actual practices, as Borg (2006) warns of such elicitation methods.…”

Professional development in Japanese non-native English speaking teachers' identity and efficacy

“…Despite this strength of reflecting themselves on students, it might not necessarily lead to increasing their confidence and competence in teaching. Lack of teacher efficacy can also reduce their lower performance in teaching, including producing less motivation for students' learning (Zakeri & Alavi, 2011) and less concentration on academic activities (Chacón, 2005). Thus, it is necessary to develop a positive process of building both teacher efficacy and identity.…”

“…Furthermore, teachers' efficacy can be enhanced by several factors, such as persistence and motivation (Zimmerman, 1995), goal setting and teaching strategies (Hoy & Hoy, 2000), commitment to teaching (Coladarci, 1992), acceptance of new pedagogical strategies (Midgley et al, 1989), outstanding planning and organization (Allinder, 1994), classroom management behavior (Giallo & Little, 2003), responsibility for students' learning (Darling-Hammond et al, 2002), trust and openness (Goddard et al, 2004), and job satisfaction (Caprara et al, 2006). Conversely, lower teacher efficacy will lead to less motivation for students' learning (Zakeri & Alavi, 2011), less concentration on academic activities, and the use of traditional pedagogical techniques, such as dialogues, grammar explanations, pattern practice, and translation (Chacón, 2005). Ross (1998) also suggested that teachers reinforce their efficacy beliefs stably with more experience.…”