SELF-EFFICACY BELIEFS OF EFL TEACHERS DURING THE COVID-19 PANDEMIC IN TURKEY

Abstract

This quantitative research examined the self-efficacy beliefs of EFL teachers in Turkey within the framework of the COVID-19 process. The research population includes 187 teachers, 81 males, and 106 females, who work in Adiyaman during the 2021–2022 academic year. In this study, Moran and Hoy's (2001) "Teachers' Sense of Effectiveness Scale" (TSES) was utilized as a data-gathering tool. In this study, the Turkish form of the scale, as adapted by Capa et al. (2005), was also used. The measure consists of three aspects to assess EFL teachers’ self-efficacy in communication with students, classroom management, and teaching strategies during the COVID-19 pandemic. The scale reveals self-efficacy beliefs in the COVID-19 pandemic process based on the demographic data provided by the teachers: a) gender, b) marital status, c) grade of students, d) type of school, e) professional seniority, f) the number of students, g) the number of weekly classes hours, and h) professional publications, and books read. According to the study, in both overall self-efficacy and its subdimensions, the results indicate that teachers' self-efficacy beliefs were about average. Throughout the COVID-19 epidemic, the self efficacy levels of single EFL teachers participating in the research were statistically significantly higher than those of married EFL teachers. All measures of self-efficacy, including self-efficacy teaching methods, classroom management, and total self efficacy, were statistically significantly higher among EFL teachers in the private school who participated in the research than among teachers of EFL in the public school.