Exploring primary school EFL teachers self efficacy beliefs: the case of 3rd year primary school EFL teachers
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Date
2023
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University of Oum El Bouaghi
Abstract
Teachers' self-efficacy beliefs are fundamental components of effective teaching. The ultimate goal of this research is to provide a comprehensive exploration of teachers' self- efficacy beliefs in teaching EFL to 3rd year primary school pupils. To answer the research questions, a mixed method approach was adopted, where interviews with five teachers, classroom observations with four teachers, and a questionnaire completed by 30 teachers were used to gather insights into teachers' perceptions regarding their ability to teach English.The findings of the study show that overall teachers reported having a relatively high self- efficacy level. The findings also demonstrated the different areas in the teachers' teaching where they felt highly efficacious or less efficacious. Additionally, factors affecting teachers'perceived self-efficacy were also identified. Results from the questionnaire revealed that, onthe one hand, teachers believed themselves to be highly efficacious in planning classroom tasks effectively and making pupils enjoy coming to school; on the other hand, teacherswithlow self- efficacy reported to be hesitant and reluctant to collaborate with other colleagues. Yet, these findings were elaborated through the interviews and the observation where the lack of support, time constraints are tended to undermine teachers' self-efficacy. Conversely, teachers' intrinsic motivation was found to enhance their sense of self-efficacy. Therefore, exploring teachers' self- efficacy plays a huge role in understanding the factors that shape effective teaching that can help to inform efforts to improve teaching and learning.
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Keywords
Efficacy beliefs; English in primary schools