The relationship between teacher’s self-efficacy and student’s achievement

Nastaran Seifollah Ahmed Eskandari

doi:10.25212/lfu.qzj.3.3.36

المؤلفون

Nastaran Seifollah Ahmed Eskandari Information Technology Dep. Lebanese French University –Erbil-Iraq

DOI:

https://doi.org/10.25212/lfu.qzj.3.3.36

الكلمات المفتاحية:

Self-efficacy and students’ achievement, English as a Foreign Language

الملخص

In recent years, teachers’ self-efficacy demonstrated a profound influence on the daily lives of teachers and their students. To gain more insight into this area, this study examined the relationship of EFL teachers’ self-efficacy with their students’ achievement. For this end, 46 EFL teachers teaching at English institutes were selected. A questionnaire was administered to 46 teachers to determine their level of self-efficacy. The participants were requested to specify the mean scores of the achievement tests they administrated to their students in the previous term. The Pearson Product and Point Bi-Serial correlation analyses were performed in order to find the relationship of EFL teachers’ self-efficacy with their students’ achievement. The results indicated
significant positive correlations between teachers’ selfefficacy beliefs with their students’ achievement. The results showed a significant relationship of self-efficacy with students’ achievement. Finding of this study might have great contributions to the field of applied Linguistics in general and teacher education in particular..

التنزيلات

بيانات التنزيل غير متوفرة بعد.

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