Teachers' perceptions of self-efficacy, english proficiency, and instructional strategies

Basit Öğe Kaydı
dc.contributor.authorYilmaz, Cevdet
dc.date.accessioned2025-01-27T18:58:59Z
dc.date.available2025-01-27T18:58:59Z
dc.date.issued2011
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe main purpose in the study was to examine the efficacy beliefs of Turkish EFL (English as a Foreign Language) teachers. Teachers' perceptions of their teaching efficacy regarding personal capabilities to teach English and their self-reported English proficiency level were also investigated. The data were collected through a survey completed by 54 teachers. Results indicated that teachers' perceived efficacy was correlated with their self-reported English proficiency, and that teachers' efficacy for instructional strategies was greater than their efficacy for management and engagement. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their perceived self-efficacy. © Society for Personality Research (Inc.).
dc.identifier.doi10.2224/sbp.2011.39.1.91
dc.identifier.endpage100
dc.identifier.issn0301-2212
dc.identifier.issue1
dc.identifier.scopus2-s2.0-79951569054
dc.identifier.scopusqualityQ3
dc.identifier.startpage91
dc.identifier.urihttps://doi.org/10.2224/sbp.2011.39.1.91
dc.identifier.urihttps://hdl.handle.net/20.500.12428/13107
dc.identifier.volume39
dc.indekslendigikaynakScopus
dc.language.isoen
dc.relation.ispartofSocial Behavior and Personality
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_Scopus_20250125
dc.subjectEnglish as a foreign language; Instructional strategies; Language proficiency; Second language; Self-efficacy; Turkey
dc.titleTeachers' perceptions of self-efficacy, english proficiency, and instructional strategies
dc.typeArticle

Dosyalar

Koleksiyon

Scopus İndeksli Yayınlar Koleksiyonu