See the published version of this article at Asian-Pacific Journal of Second and Foreign Language Education.
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Original article
Exploring the Consequences of Teachers’ Self-efficacy: A Case of Teachers of English as a Foreign Language
Goudarz Alibakhshi
Allameh Tabatabai University
Corresponding Author
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published version at Asian-Pacific Journal of Second and Foreign Language Education.
Teacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers' self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers' teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.
Keywords
Self-efficacy, EFL teachers, Consequences, efficacious teacher
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CURRENT STATUS: Published
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Posted 09 Jun, 2020
Published
On 10 Dec, 2020
No community comments so far
Editorial decision: Accept
On 23 Jun, 2020
Review #2 received
Received 22 Jun, 2020
Review #1 received
Received 09 Jun, 2020
Reviewer #2 agreed
On 07 Jun, 2020
Reviewers invited
Invitations sent on 06 Jun, 2020
Reviewer #1 agreed
On 06 Jun, 2020
Editor assigned
On 03 Jun, 2020
Submission checks complete
On 02 Jun, 2020
Editor invited
On 02 Jun, 2020
No comments provided
Editorial decision: Minor revision
On 01 Jun, 2020
Review #1 received
Received 10 May, 2020
Review #2 received
Received 10 May, 2020
Reviewer #1 agreed
On 04 May, 2020
Reviewer #2 agreed
On 04 May, 2020
Reviewers invited
Invitations sent on 03 May, 2020
Editor assigned
On 29 Apr, 2020
Submission checks complete
On 28 Apr, 2020
Editor invited
On 28 Apr, 2020
No comments provided
Editorial decision: Major revision
On 22 Apr, 2020
Review #2 received
Received 21 Apr, 2020
Review #1 received
Received 17 Apr, 2020
Reviewers invited
Invitations sent on 03 Apr, 2020
Reviewer #1 agreed
On 03 Apr, 2020
Reviewer #2 agreed
On 03 Apr, 2020
Reviewer #3 agreed
On 03 Apr, 2020
Editor assigned
On 12 Mar, 2020
Submission checks complete
On 11 Mar, 2020
Editor invited
On 11 Mar, 2020
First submitted
On 10 Mar, 2020
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Subject Areas
Educational Philosophy and Theory
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This preprint is under consideration at Asian-Pacific Journal of Second and Foreign Language Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Original article
Exploring the Consequences of Teachers’ Self-efficacy: A Case of Teachers of English as a Foreign Language
Goudarz Alibakhshi
Allameh Tabatabai University
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
Version 3
Posted 09 Jun, 2020
Published
On 10 Dec, 2020
No community comments so far
Editorial decision: Accept
On 23 Jun, 2020
Review #2 received
Received 22 Jun, 2020
Review #1 received
Received 09 Jun, 2020
Reviewer #2 agreed
On 07 Jun, 2020
Reviewers invited
Invitations sent on 06 Jun, 2020
Reviewer #1 agreed
On 06 Jun, 2020
Editor assigned
On 03 Jun, 2020
Submission checks complete
On 02 Jun, 2020
Editor invited
On 02 Jun, 2020
No comments provided
Editorial decision: Minor revision
On 01 Jun, 2020
Review #1 received
Received 10 May, 2020
Review #2 received
Received 10 May, 2020
Reviewer #1 agreed
On 04 May, 2020
Reviewer #2 agreed
On 04 May, 2020
Reviewers invited
Invitations sent on 03 May, 2020
Editor assigned
On 29 Apr, 2020
Submission checks complete
On 28 Apr, 2020
Editor invited
On 28 Apr, 2020
No comments provided
Editorial decision: Major revision
On 22 Apr, 2020
Review #2 received
Received 21 Apr, 2020
Review #1 received
Received 17 Apr, 2020
Reviewers invited
Invitations sent on 03 Apr, 2020
Reviewer #1 agreed
On 03 Apr, 2020
Reviewer #2 agreed
On 03 Apr, 2020
Reviewer #3 agreed
On 03 Apr, 2020
Editor assigned
On 12 Mar, 2020
Submission checks complete
On 11 Mar, 2020
Editor invited
On 11 Mar, 2020
First submitted
On 10 Mar, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published version at Asian-Pacific Journal of Second and Foreign Language Education.
Teacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers' self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers' teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.
Figure 1