Exploring the consequences of teachers' self-efficacy: a case of teachers of English as a foreign language

被引：26

作者：

Alibakhshi, Goudarz ^{[1
]}

Nikdel, Fariborz ^{[2
]}

Labbafi, Akram ^{[3
]}

机构：

[1] Allameh Tabatabai Univ, Varezesh St, Tehran, Iran

[2] Univ Yasuj, Dept Psychol & Educ Sci, Yasuj, Iran

[3] Kahazar Higher Educ Inst, Mahmudabad, Mazandaran, Iran

来源：

ASIAN-PACIFIC JOURNAL OF SECOND AND FOREIGN LANGUAGE EDUCATION | 2020年 / 5卷 / 01期

关键词：

Self-efficacy; EFL teachers; Consequences; Efficacious teacher; JOB-SATISFACTION; STUDENTS; BELIEFS; SENSE; COMMITMENT; MOTIVATION; IMPLEMENTATION; DETERMINANTS; PERCEPTIONS; VALIDATION;

D O I：

10.1186/s40862-020-00102-1

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers' self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers' teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers' teaching practices, learners' motivation, and achievement. It also affects teachers' burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

引用

页数：19

共 85 条

[81]

Woolfolk A.E., 2004, Educational psychology, V9th

[82] PROSPECTIVE TEACHERS SENSE OF EFFICACY AND BELIEFS ABOUT CONTROL [J].