A Study on University EFL Teacher Efficacy and Pedagogical Strategies in Teaching English

The present study aimed to investigate self-efficacy beliefs of Iranian university teachers in teaching English and their use of pedagogical strategies in their profession. The study has also examined possible relationship between such teachers’ use of pedagogical strategies and their self- efficacy beliefs. To this end, sixty EFL professors working at Hamedan and Kermanshah universities were asked to participate in the study by filling out the related questionnaires on Second Language Teacher Efficacy Scale and on Pedagogical Strategy Scale. The obtained results indicated that the instructors enjoyed a moderate overall efficacy belief. They felt more efficacious in classroom management than in instructional strategies. However, they evaluated themselves to have the least sense of efficacy to engage students in class activities. The participants also reported that their use of communicatively oriented strategies was more than that of grammatically oriented strategies. The results of correlational analysis showed that there was a significant relationship between EFL university professors’ sense of self efficacy and their use of communicatively-oriented pedagogy

Keywords:

Teacher Efficacy , Pedagogical Strategy , Language Teaching Method