Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela

By C. T. Chacón. 2005

469 citations recorded by the source corpus.

Abstract Teachers’ sense of efficacy has been shown to influence teachers’ actions and student outcomes. This study explored self-efficacy beliefs among English as a Foreign Language teachers in selected schools in Venezuela. Data were collected through a survey administered to 100 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for management, engagement, and instructional strategies. Interviews were conducted with a purposeful sample. Results showed that teachers’ perceived efficacy was correlated with self-reported English proficiency. Results also indicated that teachers’ efficacy for instructional strategies was higher than efficacy for management and engagement.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/4bced99f40a334f8bfd841420603251c86a76444

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Citations in the corpus

Teaching oral English in higher education: challenges to EFL teachers (2011, background): “13 and challenges they set up for themselves and for their students (Chacon 2005; Knoblauch and Hoy 2008; Tschannen-Moran and Hoy 2001).”
TEACHERS' PERCEPTIONS OF SELF-EFFICACY, ENGLISH PROFICIENCY, AND INSTRUCTIONAL STRATEGIES (2011, background): “In contrast to my expectations and the related literature (Chacon, 2005), the correlation coefficients among the EFL teachers’ self-efficacy subscales and their reading and speaking proficiencies were not found to be statistically significant.”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, methodology): “37), a finding pertinent in light of warnings issued by Tschannen-Moran, Woolfolk Hoy, and Hoy (1998), Henson (2002) and Wheatley (2005). However, in addressing conceptual issues, Klassen et al. (2011) do not appear to go far enough.”
Relationships Among Teachers' Self-Efficacy and Students' Motivation, Atmosphere, and Satisfaction in Physical Education (2014, background): “Teachers with a stronger self-efficacy possess higher teaching competence, maintain harmonious relationships with colleagues and parents, and are more likely to positively affect students’ performance (Chacon, 2005).”
General Academic Difficulties and Reading and Writing Difficulties among Asian ESL Postgraduate Students in TESOL at an Australian University (2011, background): “In EFL teacher education contexts (e.g. Poland, Sri Lanka, Hungary, Austria), research has mostly examined issues of teacher language proficiency (e.g. Barnes, 2002; Chacon, 2005; McDonald and Kasule, 2005; Murdoch, 1994).”
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, unknown): “abilities, making efforts to involve them in a meaningful way, and effectively managing student misbehavior (Chacon, 2005; Woolfolk, Rosoff, & Hoy, 1990).”
The Impact of Teacher Self-efficacy on the Students' Motivation and Achievement (2012, background): “Nothing (1) Very little (2) some influence (3) Quit a bit (4) A Great deal (5) 19.”
TEACHERS' SELF-EFFICACY BELIEFS AS DETERMINANTS OF JOB SATISFACTION AND STUDENTS' ACADEMIC ACHIEVEMENT: A STUDY AT THE SCHOOL LEVEL (2006, background): “Teachers with high self-efficacy beliefs are more likely than teachers with a low sense of self-efficacy to implement didactic innovations in the classroom and to use classroom management approaches and adequate teaching methods that encourage students' autonomy and reduce custodial control (Cousins”
Developing teaching self-efficacy in research institutions: A study of award-winning professors (2011, background): “, degree attainment, course completion, linguistic fluency) and self-efficacy (Chacon, 2005; Enochs, Scharmann, & Riggs, 1995; Milner & Woolfolk Hoy, 2003).”
Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English. (2009, background): “Rather a teacher’s beliefs, perceptions and assumptions about teaching and teacher efficacy affect the way he/she understands and organizes instruction (Chacón, 2005).”
Teaching English through English: Proficiency, Pedagogy and Performance (2017, background): “Chacón (2005) examined the self-perceived efficacy of middle school English teachers in Venezuela and how this related to their self-reported English proficiency.”
The interplay of possible language teacher selves in professional development choices (2013, background): “Rather than being seen as a distracting factor in CTD, perhaps we should embrace it as a factor congruent with the contexts and individuals in which it exists and occurs (Chacón, 2005; Guilloteaux, 2004; Horowitz, 1996; Horowitz, Horowitz, & Cope, 1986; Li, 1998; Medgyes, 1999).”