EFL teachers’ self-efficacy and teaching practices

Abstract

In this study, we explored the relationship between teachers’ self-efficacy and teaching practices using a mixed-methods approach. A total of 190 secondary school EFL teachers completed questionnaires on their self-efficacy beliefs and current teaching practices, and 11 teachers participated in one-to-one interviews. Results indicated that overall self-efficacy beliefs were significantly associated with the use of teaching practices that were student-centred and L2 interaction-focused. Among three sub-types of self-efficacy (instructional strategies, student engagement, and classroom management), classroom management was a significant predictor of communicative versus non-communicative teaching practices. Classroom management efficacy positively contributed to using communicative practices and was negatively associated with non-communicative practices. Interview data revealed that sociocultural factors and beliefs about ‘ideal’ ways of teaching English also influenced the association between efficacy beliefs and actual teaching. We also found that the two constructs had a circular relationship; the accumulated experience of a particular practice in turn influenced teachers’ self-efficacy.

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