ISSN: 2360-7831

 International Journal of English Literature and Culture
 

International Journal of English Literature and Culture

Vol. 7(8), pp. 237-245, November, 2019

 ISSN: 2360-7831

DOI: 10.14662/IJELC2019.215

Review paper

The main purpose of this study was to examine the efficacy beliefs of Guraghe Zone Secondary Schools English Language teachers drawn from seven High Schools in the academic year 2009 E.C. Thirty (30) EFL teachers teaching English language at Secondary and Preparatory Schools located in different Woredas of the Zone participated in filling the questionnaires. The data were collected through a self-report questionnaire consisting of three subscales which in turn comprised of different items. The items in the questionnaires were adapted from the literature in the field. The EFL teachers' perceptions of their teaching efficacy in terms of personal abilities to teach English as a Foreign Language (EFL) and their perceived language proficiency level were assessed. A modified version of the Teacher Sense of Efficacy Scale (Tschannen-Moran and Woolfolk Hoy, 2001 cited in Eslami-Rasekh, Z. & Fatahi Azizullah, 2008) was used to assess efficacy for management, engagement, and teaching strategies. Also one other subscale, i.e., self-report English proficiency was used. The findings showed that the teachers' perceived efficacy was positively correlated with self-reported English proficiency. The results also show that the more efficacious the teachers felt, the more inclined they were to use communicative based teaching strategies. For the purpose of this study, the researchers employed a simple descriptive qualitative method of data analysis. The findings of the present study are hoped to have implications for the improvement of teaching English language in a high school setting by raising the teachers' awareness about their beliefs regarding their Self-efficacy, English proficiency, and teaching strategies. Moreover, the findings would have practical significances to enhance high school students’ overall achievement in learning the language as a result of their teachers’ raised awareness regarding their perceptions about their ability, proficiency and methods of teaching.  Therefore, the study highlights teachers' central role in language teaching settings and the need for a closer inspection of teacher -related variables.

Key words:  Self-Efficacy, English Proficiency, Teaching Strategies

 
Cite This Article As: Seifu B., Fikremariam Y., Yibeltal T., Mitiku T (2019). Assessment of Teachers' Sense of Self-Efficacy, English Proficiency and Teaching Strategies: The Case of English Teachers in Seven Selected High Schools of Guraghe Zone. Inter.  J. Eng. Lit. Cult. 7(8): 237-245