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

Nastaran Seifollah Ahmed Eskandari

doi:10.25212/lfu.qzj.3.3.36

توێژەران

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

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

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

پوختە

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..

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سەرچاوەکان

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