Abstract

Teachers’ sense of efficacy has been shown to influence teachers’ actions and student outcomes. This study explored self-efficacy beliefs among English as a Foreign Language teachers in selected schools in Venezuela. Data were collected through a survey administered to 100 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for management, engagement, and instructional strategies. Interviews were conducted with a purposeful sample. Results showed that teachers’ perceived efficacy was correlated with self-reported English proficiency. Results also indicated that teachers’ efficacy for instructional strategies was higher than efficacy for management and engagement.

Citation

Chacón, C.T. Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education: An International Journal of Research and Studies, 21(3), 257-272. Elsevier Ltd. Retrieved April 15, 2021 from https://www.learntechlib.org/p/197160/.

Keywords

• English as a Foreign Language
• Foreign language education
• instructional strategies
• Language Proficiency
• Middle Schools
• self-efficacy