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   The Role of Educational Context in Influencing EFL Teachers’ Sense of Efficacy Beliefs  
   
نویسنده جعفری گهر منوچهر ,ولدی امیر
منبع journal of english language teaching and learning - 2014 - دوره : 6 - شماره : 13 - صفحه:71 -88
چکیده    Teachers’ sense of efficacy belief has been introduced as a context-specific construct, but the related literature is not clear on this specificity. This study was an attempt to show how contextual factors influence efficacy beliefs among English language teachers. To this end, thirty Iranian EFL teachers working in both school and private institute contexts were chosen as the participants to respond to Teachers’ Sense of Efficacy Beliefs questionnaire (Tschannen-Moran & Hoy, 2001) twice: once based on school context and once based on private institute context. Afterwards, the participants were invited to a brief interview designed to investigate further the reasons for which they had scored higher in either context. The interview findings and the results of a t-test revealed that context really made a difference. It is argued that the proper or improper functioning of efficacy building sources is the cause of the difference.
کلیدواژه teachers’ sense of efficacy belief ,contextual factors ,efficacy building sources
آدرس دانشگاه پیام نور, دانشیار دانشگاه پیام نور تهران, ایران, دانشگاه پیام نور, دانشجوی دکتری دانشگاه پیام نور تهران, ایران
 
 

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