Exploring Iranian High School Teachers’ English Language

Teachers’ beliefs are of crucial importance in guiding teachers to adopt their teaching strategies for coping with their teaching challenges, shaping language learners’ learning environment, their motivation and their language ability. The present study aimed to investigate the level of efficacy perceptions of EFL teachers working at high schools in Iran. It also attempted to investigate whether there were any differences between three dimensions of teacher efficacy as defined by Tschannen and Tschannen-Moran and Woolfolk Hoy [۱۷], namely, efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management. Also, it focused on socio-demographic factors and the relationship between these and teacher efficacy of EFL teachers. Data was collected through a survey administered to ۴۰ Iranian High School teachers from Yazd province. A modified version of the Teacher Sense of Efficacy Scale [۱۷] was used to assess efficacy for classroom management, student engagement, and instructional strategies. The results showed that the teachers' perceived efficacy was positively correlated with self-reported English proficiency.

Keywords:

English language proficiency , English as a foreign language , High school , Self-efficacy