self-efficacy of iranian efl student teachers in farhangian university & their job stress

Increasing the quality of education has always been the concern of all educational systems; when it comes to training teachers, the quality of training becomes even more important. given the pivotal role of teachers in student success, teachers need to be trained who, despite all kinds of stresses, feel self-efficacious. this study with a quantitative correlational design was an attempt to measure the current level of iranian efl student teachers' teaching self-efficacy and its relationship with the level of their work stress. thirty eight student teachers of farhangian university, fatemeh al-zahra branch in isfahan, were asked to complete two questionnaires. the results showed that the student teachers had a moderate level of self-efficacy, and there was a negative relationship between their sense of self-efficacy and their work stress. the findings can have both theoretical and practical implications for student teachers, their instructors, as well as curriculum planners to consider the effects of self-beliefs on work stress and the possible consequences.