%0 Journal Article
%T Socio-Demographic Predictors of EFL Teacher Efficacy
%A Łżenay YAVUZ
%J Journal of Language and Linguistic Studies
%D 2007
%I Journal of Language and Linguistic Studies
%X Research on teachersĄŻ beliefs and their impact on teacher cognition has been arelevant topic for educational inquiry for some decades. TeachersĄŻ actions are tied totheir beliefs, perceptions, assumptions and motivation levels. Thus, research on teachersĄŻbeliefs is crucial in determining the way teachers understand and organize instruction.One important belief that appears to be an important influence on teacher and studentoutcomes is teacher efficacy. In accordance with this view and due to the increasingdemand for English as a foreign language education, the present study aimed to assessEFL teachersĄŻ efficacy level and explore the socio-demographic predictors of teacherefficacy in an EFL setting, i.e., Turkey. 226 EFL teachers working at the preparatoryschools of public and private universities in Istanbul participated in this study. Data werecollected by means of quantitative methods; i.e., the Ohio State Teacher Efficacy Scale(adapted from Tschannen-Moran & Hoy, 2001) and the School-Level EnvironmentQuestionnaire (Fisher & Fraser, 1990).Data collected by means of these instruments weresubmitted to correlation and regression analysis and independent samples t-tests. Resultsof the study showed that the number of professional activities teachers were involved in,average number of students in teachersĄŻ classes, working position, type of institution, andgender were the socio-demographic factors that predicted variations in EFL teachersĄŻefficacy in this study.
%K teacher efficacy
%K institutional factors
%K student support
%K innovation
%U http://www.jlls.org/Issues/Volume%203/No.2/syavuz.pdf