the relationship between self-efficacy and empowerment among efl high schools teachers

Bandura represents one core aspect of social-cognitive theory which is self-efficacy (bandura, 1997). according to bandura (1993), schools with teachers who believe in their capabilities to promote academic success are more likely to appear positive impact in schools also teachers’ sense of empowerment is profoundly related to organizational settings such as positive school climate and successful instruction (moore & esselman, 1992). therefore, this study aimed to investigate the relationship between self-efficacy and empowerment among efl high school teachers in golestan provience, iran. the participants were selected through convenience sampling. the participants were 95 efl teachers in iranian high schools in golestan province, iran. these participants were at the range age of 23 – 58 (male =42, female = 53). the teacher empowerment scale used in the present study is adapted from short and rinehart’ (1992) “school participant empowerment scale”. teacher self-efficacy scale developed by tschannen-moran, hoy, and hoy (1998). after gathering the data, it was analyzed by using spss 22 statistical software. also, it was concluded that there is a statistically significant correlation between empowerment and self- efficacy among efl high school teachers in golestan province, iran. the results of this study have practical implications for school principals and teachers alike.