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Teachers' self- and collective efficacy: The case of novice English language teachers
Zakeri, Azadeh Rahmany, Ramin Labone, Elizabeth Mary
Zakeri, Azadeh
Rahmany, Ramin
Labone, Elizabeth Mary
Abstract
This paper studies the relationship between EFL teachers’ self-efficacy and collective efficacy among 55 novice EFL teachers from Milad Language Institute in Tehran, Iran. The participants were asked to complete the Teachers’ Sense of Efficacy Scale (Tschannen-Moran and Woolfolk Hoy, 2001), and the short version of Collective Teachers’ Efficacy Instrument (CTEI) (Goddard and Goddard, 2001). Data analysis revealed that there is a significant relationship between the teachers’ self-efficacy and their collective efficacy. To investigate which components of self-efficacy might have more predictive power in predicting teachers' collective efficacy, regression analysis was run. The first subscale of self-efficacy, i.e., self-efficacy for students' engagement, was found to be a good predictor of teachers' self-efficacy. The paper presents possible differences in the sources of collective efficacy and teacher self-efficacy and the interaction between teachers’ self-efficacy and collective efficacy. The conclusions and implications of the research are discussed with reference to Bandura's (1977) social cognitive theory and the earlier findings.
Keywords
collective efficacy, self-efficacy, teachers' beliefs, efficacy expectations
Date
2016
Type
Journal article
Journal
Journal of Language Teaching and Research
Book
Volume
7
Issue
1
Page Range
158-167
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled