eISSN:2148-0710 - pISSN:1301-6229
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Investigation of Professional Self-Efficacy Levels of EFL Teachers in Terms of Various Variables
This study aimed to examine the professional self-efficacy levels of English teachers in terms of various variables. The sample of the research consists of teachers of English working in the fall semester of the 2020-2021 academic year between January and March 2021. “Teacher professional self-efficacy scale” was conducted to collect data. In total, 365 English teachers working at different levels were reached through social media, and questionnaires prepared in google forms were applied to teachers who volunteered to participate in the research. According to the results of the research, it was determined that the participant teachers’ perceptions of teacher self-efficacy, in general, were above average. No significant difference was observed in the professional self-efficacy levels of the teachers in terms of gender, marital status, receiving support from colleagues, and the institution they work for. On the other hand, in terms of the variable of receiving support from the administrators, a significant difference was observed in favor of those who received support from the administrators. It is thought that the results of this study will contribute to the literature regarding teacher self-efficacy and education quality by shedding light on the duties of administrators working in educational institutions.

English, Teaching, Teachers of english, Professional self-efficacy, Teacher self-efficacy.

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