Background Predictors of Self-Efficacy Beliefs of Iranian EFL Teachers Working in English Language Centers

It has been shown that teachers’ self-efficacy influences teachers’ actions and student outcomes. The present study explored self-efficacy beliefs of English as Foreign Language teachers in the language centres in one selected middle-east country, Iran. The needed data was collected by administering a survey to 187 teachers. The Teacher Sense of Efficacy Scale was used to assess efficacy for engagement, management, and instructional strategies. Results show that teachers’ perceived efficacy correlate with some of teachers’ background characteristics. Results also indicate that teachers’ classroom management efficacy was higher than instructional strategies and student engagement efficacy. Employing the multiple regression analysis, it was shown that different sets of background variables were significant in predicting the self-efficacy dimensions of the teachers of this study.