iranian efl teachers’ sense of self-efficacy: farhanigian versus non-farhangian graduates

In order to expand the line of study inspecting teacher-related variables, the present research set out to investigate how difference in educational settings might affect iranian efl teachers’ sense of self-efficacy and their perceptions in terms of its boosting/diminishing sources. data were obtained from 124 iranian efl teachers through a close-ended questionnaire and semi-structured interviews. the results revealed that teachers who studied at farhangian teacher education university feel more efficacious than their colleagues who did not graduate from teacher education universities in both overall domains of self-efficacy including classroom management, student engagement, and instructional strategies. likewise, previous successful teaching experience appears to be the strongest factor of self-efficacy among farhangian graduates, while non-farhangian graduates consider constructive feedback as the most powerful factor. in contrast, inappropriate educational context was reported to be the main diminishing source by farhangian graduates, whereas unsuitable pre-service training was the major weakening factor for non-farhanian graduates. in order to expand the line of study inspecting teacher-related variables, the present research set out to investigate how difference in educational settings might affect iranian efl teachers’ sense of self-efficacy and their perceptions in terms of its boosting/diminishing sources. data were obtained from 124 iranian efl teachers through a close-ended questionnaire and semi-structured interviews. the results revealed that teachers who studied at farhangian teacher education university feel more efficacious than their colleagues who did not graduate from teacher education universities in both overall domains of self-efficacy including classroom management, student engagement, and instructional strategies. likewise, previous successful teaching experience appears to be the strongest factor of self-efficacy among farhangian graduates, while non-farhangian graduates consider constructive feedback as the most powerful factor. in contrast, inappropriate educational context was reported to be the main diminishing source by farhangian graduates, whereas unsuitable pre-service training was the major weakening factor for non-farhanian graduates.