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Sense of Self-efficacy: A Study of Nonnative Public Primary Teachers in Taoyuan
Huang, Hsiao Chun
Yu, Ming Chung
Huang, Hsiao Chun
|Issue Date:||2013-09-02 17:44:05 (UTC+8)|
This study aims to explore self-efficacy, English language proficiency, the proclivity of their pedagogical strategies and their relationships among the elementary school EFL teachers in Taoyuan. The questionnaire survey method has been employed, and based on stratified sampling method, there were 384 teachers involved in this research (response rate 83.5%).
The results show:
1. The EFL teachers rated their self-efficacy in teaching English at a moderate level, their teachers’ self-reported language proficiency best in receptive skill—reading, proclivity of pedagogical strategy in language class toward CLT approach.
2. Among the 13 antecedents checked, Master experience was found to be the most powerful factor to influence teachers’ efficacy formation. Students’ learning motivation plays a significantly reciprocal impact on teachers’ efficacy beliefs in general, efficacy for student engagement, and teachers’ aptitude to employ CLT approach in their classroom.
3. Finally, the higher proficient the teachers rated themselves the more efficacious they felt in teaching English and in employing communicative language teaching approach.
The suggestions were provided in the end of the study with an aim to help the teachers understand better about their self-efficacy beliefs and the concerned trainers design more suitable teacher training programs for the elementary EFL teachers.
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