EXAMINING TURKISH EFL TEACHERS’ SENSE OF EFFICACY LEVELS

The present study aimed to explore the self-efficacy levels of Turkish EFL teachers and whether there was a statistically significant difference in teachers’ self-efficacy levels according to their gender, years of experience, and bachelor degree majors. A total of 42 Turkish EFL teachers working at a state university in Istanbul, Turkey participated in the study. Data were collected by means of the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001) assessing teachers’ self-efficacy levels in three sub-scales: (1) instructional strategies, (2) classroom management, and (3) student engagement, which were analyzed separately in the present study. Results showed that the majority of Turkish EFL teachers had high level of self-efficacy and there was a significant difference between genders in favor of females. In addition, the findings of the study indicated that whereas there was a linear relationship between general self-efficacy levels of teachers and their years of experience, this relationship was nonlinear in sub-scales. Finally, it was found out that there was not a significant difference in the self-efficacy levels of Turkish EFL teachers in general sense according to their BA majors. However, it is noteworthy that the self-efficacy levels of the teachers who graduated from English Language Teaching Departments were significantly higher than the others in student engagement sub-scale