An Investigation of Pre-Service English Language Teachers’ Self-Efficacy Beliefs

Year 2019, Volume: 3 Issue: 1, 41 - 53, 30.06.2019

Özgür Balcı Fahretin Şanal , Selma Durak Üğüten

Abstract

The purpose
of this study was to investigate pre-service English as a foreign language
(EFL) teachers’ self-efficacy beliefs. The research was a descriptive study
based on survey model. A total of 291 freshman, sophomore, junior and senior
students studying at a state university in Turkey during the fall semester of
the academic year 2018-2019 participated in the study. Teachers’ Sense of
Efficacy Scale (TSES), which was originally developed by Tschannen-Moran
& Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu, and
Sarıkaya (2005) was used to determine pre-service EFL teachers’ self-efficacy
beliefs. The self-efficacy beliefs were analyzed by descriptive
statistics.  Differences in participants’
self-efficacy perceptions by class level were analyzed by one-way ANOVA. The
Tukey multiple comparison test was used to determine significant differences
among the different class levels. Research results revealed that pre-service
EFL teachers had relatively high-level teacher self-efficacy perceptions in
general and for classroom management, student engagement and instructional
strategies subscales. Also, it was found that juniors had significantly
higher scores than sophomores in both total scale and student engagement
subscale. Total and subscale scores at other class levels did not differ
significantly.  It was suggested that
pre-service EFL teachers’ self-efficacy perceptions should be considered with
greater attention in the ELT program at the university and special efforts
are required to strengthen seniors’ self-efficacy perceptions.

Keywords

Pre-service EFL teachers, self-efficacy beliefs, pre-service EFL teachers’ self-efficacy beliefs

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