ENHANCING SELF-EFFICACY LEVELS OF EFL TEACHERS: A SUGGESTED MODEL FOR TERTIARY LEVEL

Abstract

The aim of this study is to examine the self-efficacy levels of English as a Foreign Language (EFL) teachers, specifically focusing on three subdimensions: management, planning, and instruction. Employing a quasi-experimental research design, the study aims to assess the impact of an intervention program designed to increase the self-efficacy levels of EFL instructors, thereby proposing a model for self-efficacy development at the tertiary level. Initially involving forty teachers, with seven participating in the intervention program, the study targets EFL instructors teaching in the English preparatory school of a state university in Turkey during the 2021-2022 academic year. Quantitative data was gathered using the EFL Teacher Efficacy Scale (ETES) developed by Chiang (2008), facilitating an examination of teacher self-efficacy levels. Subsequently, an intervention program was implemented for seven instructors, followed by a comparative analysis of pre-test and post-test scores from the ETES to evaluate program effectiveness. Qualitative data, through semi-structured interviews and online entries, was subjected to content analysis. The results indicated high self-efficacy levels among EFL teachers, with the experimental group demonstrating higher scores than the control group. Statistical analysis confirmed a significant difference between intervention and control group self-efficacy levels. Qualitative findings highlighted the positive impact of the intervention on teacher self-confidence, self-awareness, and teaching efficacy, with participants attributing mastery experiences as the most influential source of self-efficacy.