EFL Teachers ’ Self-Efficacy Beliefs, Pedagogical Success and Students’ English Achievement: A Study on Public Preparatory Schools

Abstract Article Information The purpose of this research was threefold. Firstly, EFL teachers ‘ in the study were tested about their self-efficacy belief levels internally and about their pedagogical success externally by their students. Secondly, student participants ‘ perceptions of the characteristics of successful EFL teachers with respect to gender were assessed. Finally, the study attempted to examine the relationship between EFL teachers ‘ self-efficacy beliefs and students ‘ English achievement. The participants were 39 EFL teachers and 585 students. The teachers were selected through availability sampling and the students were chosen through systematic random sampling technique from two public preparatory schools found in Bahir Dar, Ethiopia. The student participants ‘ English achievement scores were taken from their respective school for the purpose of this study. For data collection three instruments were used: Teacher Sense of Efficacy Scale (TSES) Questionnaire, Document Analysis and Characteristics of Successful EFL Teacher Questionnaire. Data were analyzed through One-Sample t Test, Independent-Samples t Test and Pearson Correlation. Results from One-sample t Test indicated germane teacher efficacy levels, pedagogic success and students ‘ academi