Self-efficacy Belief Profiles of Pre-service and In-service EFL Teachers

The purpose of present study is to explore pre-service and in-service EFL teachers’ levels of self- efficacy beliefs in terms of instructional strategies, student engagement and classroom management in a Turkish context and examine the correlations, similarities and differences between the groups of participants concerning their demographic characteristics. To achieve this, a questionnaire has been administered to the senior pre-service teachers studying in English Language Teacher Education and in-service EFL teachers teaching in various primary or elementary schools. In order to identify the levels of self- efficacy beliefs of the participants the data of the study was analyzed through a statistic program and correlations between subscales were computed through t-test and ANOVA. Findings indicate that overall self-efficacy beliefs of both in-service EFL teachers and pre-service EFL teachers are relatively high. The subscales of the questionnaire have shown in-depth findings related to self-efficacy beliefs in the instructional strategies, classroom management and student engagement. For instance, the findings revealed that while in-service teachers have more positive self-efficacy beliefs for the instructional strategies they used, pre-service teachers have been shown to feel more efficacious in student engagement. On the other hand, it is found that there was not a significant difference in both group’s efficacy beliefs in terms of classroom management