TITLE

VIEWS OF EFL TEACHERS AND STUDENTS ON TEACHERS' SELF-EFFICACY

AUTHOR(S)
Sariçoban, Arif
PUB. DATE
January 2010
SOURCE
Ekev Academic Review;Winter2010, Vol. 14 Issue 42, p321
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The present study aims to explore the views of both teachers and their students on teacher self-efficacy for classroom management in foreign language learning/teaching process. The study was conducted with 13 novice foreign language teachers and 96 students in the preparatory school at Ufuk University in the spring semester of 2007-2008 academic year. The data for the study were collected through Ohio Teacher Efficacy Scale (OSTES) that measures teachers' self-efficacy for classroom management. Both the teacher and the student questionnaires consisted of 23 five-point Likert scale items. The Cronbach's alpha was found .92. To analyze the data, Independent Samples t-test was calculated. The results indicated that novice teachers had a moderately higher sense of teachers' self-efficacy in a) helping students to think critically, (b) giving instructions, (c) classroom management issues and (d) evaluation and assessment, whereas students had a moderately higher sense of their teachers' self-efficacy only in teacher-student interaction. At the end of the study some recommendations were made for these novice teachers to create an effective, reflective, and successful learning and teaching process.
ACCESSION #
50295195

 

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