SELF-EFFICACY BELIEFS OF EFL TEACHERS DURING THE COVID-19 PANDEMIC IN TURKEY
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Tarih
2022
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
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.
