An Examination into Self-efficacy and Stress of Iranian EFL Teachers

This study examined the relationships between teaching experience, teachers’ grade,three domains of self-efficacy including instructional strategies, classroom management, andstudent engagement, and two types of job stress with a sample of 75 female EFL teachers.The methodology utilized in this study was quantitative. It was non-experimental,exploratory and correlational survey in nature. The findings of this study showed there was anegative relationship between self-efficacy and job stress. More precisely and with the focusof workload and classroom stress as two of the main sources of workplace stress, teacherswith greater workload stress had lower efficacy in classroom management and studentengagement, although not for instructional strategies. The results also indicated there was nosignificant difference in self-efficacy with regard to teachers’ teaching experience and grade.Due to the effect of teachers’ sense of self-efficacy and their stress level on effectiveteaching and learning, all teachers and authorities benefit from these findings as well as EFLteachers and learner.

Keywords:

self-efficacy , stress , teachers