The Factors Affecting Teacher Efficacy Perceptions of Turkish Pre- Service English Language Teachers

Year 2018, Volume: 8 Issue: 1, 1 - 17, 02.01.2018

Aylin Sevimel , Gonca Subasi

Abstract

The construct of teacher efficacy is considered to be one of the factors that have an
effect on beliefs, judgements and practices of teachers as well as performances of
students in an educational process. With the aim of exploring the factors affecting
teacher efficacy perceptions of pre-service teachers, the present study used a mixed
methods design, and collected the relevant data from 113 participants majoring in
ELT at a state university in Turkey. The analysis of the data yielded a moderate level
of overall perceived teacher efficacy in the sample, and the findings of the focus
group interviews with 22 participants revealed four main factors that affected the
development of teacher efficacy perceptions either positively or negatively: ELT
education, practicum experiences, perceived language proficiency, and affective
states, out of which practicum experiences had the greatest effect on the perceived
teacher efficacy. Accordingly, certain implications were presented concerning
language teacher efficacy. 

Keywords

English Language Teaching, Factors, Pre-service Teacher, Teacher Education, Teacher Efficacy

References

• Aslan, E. (2013). The role of teacher efficacy over English language teaching (Master’s thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/