Reinforcing Indonesian EFL Teacher Self-Efficacy: Accomplishing the Responsibilities and Avoiding Absenteeism

Abstract

Indonesian EFL teachers are currently facing many oppressive burdens regarding their profession. They are commanded to conduct effective English teaching as part of their pedagogical responsibility including constructing an English milieu at school. In other sides, they are required to cope with non-pedagogical tasks which are likely in a form of administrative things. Moreover, they are mandated to conduct several events and publish papers in accredited journals, of which those tasks can seize up their teaching responsibilities. Such phenomena can tragically cause the presence of teacher burnout that further shrinks their eagerness to perform better. The condition might also influence their self-willingness to commit with teacher absenteeism or even an early retirement as a result of teachers’ handling-capacity overload. Therefore, this study proposes a theoretical contribution that reinforcing teacher self-efficacy can be a penetration to make a robust teachers’ eagerness to perform better pedagogical and non-pedagogical responsibilities. This study is also supplemented with a teacher professional development model as an effort to reinforce teacher self-efficacy. Further, this study is expected to come in useful for Indonesian government to effectively hold certain programs in connection with enhancing Indonesian EFL teacher self-efficacy.

Teachers’ perceived perspective and selfefficacy in teaching EFL using Intelligent Computer-Assisted Language Learning (ICALL): A rigorous analysis

“…This meant that teachers' mastery of ICALL-based EFL learning could lead them to attain better efficacy. Many studies also agreed that mastery experience mainly affected the formation of teachers' self-efficacy (Kahveci, 2021;Pratama et al, 2024;Pratama & Lestari, 2018;Regier, 2021;Wilson et al, 2020;Yang et al, 2024). Therefore, mastering relevant skills in operating computers and AI-powered devices or programs and enhancing the mastery of ICALL-based EFL learning were two factors that influenced the high self-efficacy in teaching EFL using ICALL.…”

“…Similarly, some studies claimed that teachers' perspective might affect their self-efficacy because perceiving a good perspective could bring positivity to carry out tasks (Abousselam et al, 2016;Sherf & Morrison, 2020;Shiau et al, 2020;Zebardast et al, 2011). Therefore, studying teachers' perceived perspective was not only an effort to picture their views of things or phenomena; rather, it could affect their efficacy in accomplishing teaching tasks and other related responsibilities such as conducting consultancy, creating a conducive learning milieu, and using English as a language instruction (Pratama et al, 2024).…”

Teachers’ perceived perspective and selfefficacy in teaching EFL using Intelligent Computer-Assisted Language Learning (ICALL): A rigorous analysis

“…This meant that teachers' mastery of ICALL-based EFL learning could lead them to attain better efficacy. Many studies also agreed that mastery experience mainly affected the formation of teachers' self-efficacy (Kahveci, 2021;Pratama et al, 2024;Pratama & Lestari, 2018;Regier, 2021;Wilson et al, 2020;Yang et al, 2024). Therefore, mastering relevant skills in operating computers and AI-powered devices or programs and enhancing the mastery of ICALL-based EFL learning were two factors that influenced the high self-efficacy in teaching EFL using ICALL.…”

“…Similarly, some studies claimed that teachers' perspective might affect their self-efficacy because perceiving a good perspective could bring positivity to carry out tasks (Abousselam et al, 2016;Sherf & Morrison, 2020;Shiau et al, 2020;Zebardast et al, 2011). Therefore, studying teachers' perceived perspective was not only an effort to picture their views of things or phenomena; rather, it could affect their efficacy in accomplishing teaching tasks and other related responsibilities such as conducting consultancy, creating a conducive learning milieu, and using English as a language instruction (Pratama et al, 2024).…”

Teachers’ perceived perspective and selfefficacy in teaching EFL using Intelligent Computer-Assisted Language Learning (ICALL): A rigorous analysis

“…This meant that teachers' mastery of ICALL-based EFL learning could lead them to attain better efficacy. Many studies also agreed that mastery experience mainly affected the formation of teachers' self-efficacy (Kahveci, 2021;Pratama et al, 2024;Pratama & Lestari, 2018;Regier, 2021;Wilson et al, 2020;Yang et al, 2024). Therefore, mastering relevant skills in operating computers and AI-powered devices or programs and enhancing the mastery of ICALL-based EFL learning were two factors that influenced the high self-efficacy in teaching EFL using ICALL.…”

“…Similarly, some studies claimed that teachers' perspective might affect their self-efficacy because perceiving a good perspective could bring positivity to carry out tasks (Abousselam et al, 2016;Sherf & Morrison, 2020;Shiau et al, 2020;Zebardast et al, 2011). Therefore, studying teachers' perceived perspective was not only an effort to picture their views of things or phenomena; rather, it could affect their efficacy in accomplishing teaching tasks and other related responsibilities such as conducting consultancy, creating a conducive learning milieu, and using English as a language instruction (Pratama et al, 2024).…”

Teachers’ perceived perspective and selfefficacy in teaching EFL using Intelligent Computer-Assisted Language Learning (ICALL): A rigorous analysis

“…This meant that teachers' mastery of ICALL-based EFL learning could lead them to attain better efficacy. Many studies also agreed that mastery experience mainly affected the formation of teachers' self-efficacy (Kahveci, 2021;Pratama et al, 2024;Pratama & Lestari, 2018;Regier, 2021;Wilson et al, 2020;Yang et al, 2024). Therefore, mastering relevant skills in operating computers and AI-powered devices or programs and enhancing the mastery of ICALL-based EFL learning were two factors that influenced the high self-efficacy in teaching EFL using ICALL.…”

“…Similarly, some studies claimed that teachers' perspective might affect their self-efficacy because perceiving a good perspective could bring positivity to carry out tasks (Abousselam et al, 2016;Sherf & Morrison, 2020;Shiau et al, 2020;Zebardast et al, 2011). Therefore, studying teachers' perceived perspective was not only an effort to picture their views of things or phenomena; rather, it could affect their efficacy in accomplishing teaching tasks and other related responsibilities such as conducting consultancy, creating a conducive learning milieu, and using English as a language instruction (Pratama et al, 2024).…”