Structural Equation Modeling of the Sources of EFL Teachers’ Self–Efficacy
محل انتشار: مطالعات زبان کاربردی ایران، دوره: 15، شماره: 1
سال انتشار: 1402
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 81
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شناسه ملی سند علمی:
JR_IJALS-15-1_002
تاریخ نمایه سازی: 17 مرداد 1402
چکیده مقاله:
Self-efficacy, which is known as the teachers’ self-perception of their competence and abilities in doing specific tasks, has attracted considerable attention in teacher education. It is seen as the teacher’s belief in achieving specific outcomes for students in their teaching practices, but the main sources of EFL teachers’ self-efficacy have not been systematically explored in a single study. Therefore, this study set out to present a systematic review of the studies on EFL teachers’ self-efficacy. To this aim, a meta-analysis approach was employed to systematically review closely related papers from Elsevier, Google Scholar, and ERIC. The articles examined the sources of self-efficacy in a different context. Through precise screening, ۱۳ papers were found to be eligible enough to be included in this study. Findings revealed that ‘Mastery Experiences’, ‘Vicarious Experiences’, ‘Social Persuasion and Support’, ‘Emotional and Physiological States’, ‘Language Proficiency’, ‘Intelligence’, ‘Teaching skills and experience’, ‘pre-service training courses’, and ‘professional development activities’ are the main sources of self-efficacy. The findings could be theoretically and practically significant to EFL teachers, teacher trainers, and researchers interested in teacher education.
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نویسندگان
MohammadNasser Mosafayi
Department of English, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
Goudarz Alibakhshi
Allameh Allameh Tabataba’i University, Tehran, Iran,
Hossein Heidari Tabrizi
Department of English, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
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