e-Pedagogium 2018, 18(1):69-77 | DOI: 10.5507/epd.2018.007

Self-efficacy of English Language Teachers - Survey of the Issue

Andrea Macková
Mgr. Andrea Macková, Fakulta humanitních studií Univerzity Tomáše Bati ve Zlíně, Mostní 5139, 760 01 Zlín, E-mail: amackova@fhs.utb.cz

This study examines the self-efficacy of nonnative English speaking teachers in terms of personal capabilities to teach English as a Foreign Language and their perceived English language proficiency. Several researches have been carried out on a global scale, using a modified version of "The Teacher Sense of Efficacy Scale" (Tschannen-Moran & Woolfolk Hoy, 2001). The important facts have been taken into consideration, the process of teaching and the teacher's perceived efficacy are part of their self-efficacy. Globalization and the worldwide expansion of English has resulted in an increase in the number of English language teachers in recent decades. Due to the fact that these teachers are the subject of research and interest in applied linguistics, the topic of self-efficacy and their level of self-reported English proficiency is gaining its importance.

Keywords: Self-efficacy, self-reported English proficiency, English as a foreign language, teacher

Published: March 1, 2018  Show citation

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Macková, A. (2018). Self-efficacy of English Language Teachers - Survey of the Issue. e-Pedagogium, 18(1), 69-77. doi: 10.5507/epd.2018.007
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