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The Investigation of the Freshman and Senior Pre-service EFL Teachers’ Teaching Self-Efficacy Beliefs

Year 2025, Issue: 28, 171 - 185, 31.07.2025

Hamdican Yıldırım , Eda Gürlen , Esra Civriz , Fatma Mine Arslan Çelik , Sevinç Gelmez Burakgazi

https://doi.org/10.30786/jef.1577209

Abstract

Self-efficacy, a central concept in social cognitive theory, refers to an individual's confidence in performing tasks and achieving desired outcomes. This study explores differences in self-efficacy perceptions among freshman and senior pre-service teachers enrolled in English Language Teaching programs at state universities and examines factors influencing these differences. The study included 136 English as a Foreign Language (EFL) teacher candidates from the freshman and senior years at a major state university in Ankara, with additional semi-structured interviews conducted with 10 participants. Findings reveal that while gender has minimal effect on self-efficacy, educational stages and satisfaction levels have significant effects. Notably, no significant difference was found between freshman and senior self-efficacy levels, and higher program satisfaction was paradoxically associated with lower self-efficacy. Interview responses highlight that EFL teacher candidates can enhance self-efficacy by adapting to evolving systems, recognizing strengths and weaknesses, following field developments, broadening skills beyond English, and addressing concerns about English proficiency. Based on these findings, the study recommends that teacher education programs integrate early teaching practice experiences, provide structured guidance on self-directed learning strategies, and implement support systems to address the emotional complexity that emerges with professional experience. This study contributes to understanding factors that impact self-efficacy in teacher education and offers practical implications for curriculum developers, academic advisors, and policy makers.

Keywords

educational satisfaction factors english language teaching pre-service teacher training self-efficacy

References

  • Ajzen, I. (1987). Attitudes, Traits, and Actions: Dispositional Prediction of Behavior in Personality and Social Psychology. In Advances in experimental social psychology (pp. 1–63). https://doi.org/10.1016/s0065-2601(08)60411-6
  • Aloka, P. J. O. & Odanga, S. J. O. (2022). Influence of school category on teachers’ self-efficacy and its domains in selected secondary schools. EUREKA: Social and Humanities, 5, 66-75. https://doi.org/10.21303/2504-5571.2022.002564
  • Alshammary, M. S. (2020). The impact of using Cambly on EFL university students’ speaking proficiency. English Language Teaching; 13 (8), 12-26.
  • Avery, L., & Meyer, D. (2012). Teaching science as science is practiced: Opportunities and limits for enhancing preservice elementary teachers’ self-efficacy for science and science teaching. School Science and Mathematics, 112, 395-409. https://doi.org/10.1111/j.1949-8594.2012.00159.x
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1016/0146-6402(78)90002-4
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
  • Bandura, A. (1994). Regulative function of perceived self-efficacy. In M. G. Rumsey, C. B. Walker, & J. H. Harris (Eds.), Personnel selection and classification (pp. 261–271). Lawrence Erlbaum Associates, Inc
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman & Company.
  • Bay, D. N., Şeker, P. T. & Alisinanoğlu, F. (2020). Öğretmenlik uygulaması dersine ilişkin öğretmen adaylarının görüşleri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 4(1), 1-20.
  • Berkant, H. G. (2017). Öğretmen Adaylarının Öğretmen Öz-Yeterlik Algılarının İncelenmesi. Eğitim Yansımaları, 1(2), 1-17.
  • Catalano, A. A., Asselta, L., & Durkin, A. (2019). Exploring the relationship between science content knowledge and science teaching self-efficacy among elementary teachers. IAFOR Journal of Education, 7(1), 57-70. https://doi.org/10.22492/ije.7.1.04
  • Ci̇vriz, E., & Burakgazi̇, S. G. (2021). Ortaöğretim İngilizce Dersi Öğretim Programına Yönelik Durum Çalışması: Öğretmenin Programa Bağlılığı ve Öğrenci Beklentileri. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 559–597. https://doi.org/10.30964/auebfd.694502
  • Collier, S. T. (1999). Characteristics of Reflective thought during the student teaching experience. Journal of Teacher Education, 50, 173-181.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage
  • Çakmakcı, G. (2009). Preparing teachers as researchers: Evaluating the quality of research reports prepared by student teachers. EJER, 35 (2) 39-56.
  • Çomoğlu, İ., & Kic-Drgas, J. (2017). A comparison of English language teacher education programs in Poland and Turkey. Batı Anadolu EğItim Bilimleri Dergisi, 8(2), 112–121. https://dergipark.org.tr/tr/download/article-file/454864
  • Delican, B. & Adiyaman, İ. (2021). Öğretmenlerin okuma ve yazma öğretimine yönelik öz yeterlik algıları. Okuma Yazma Eğitimi Araştırmaları, 9(1), 21-33. https://doi.org/10.35233/oyea.866407
  • Education First (EF). (2020). EF English Proficiency Index 2020: A ranking of 100 countries and regions by English skills. https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2020/ef-epi-2020-english.pdf
  • Erdem, E., & Demirel, Ö. (2007). Teacher self‐efficacy belief. Social Behavior and Personality, 35(5), 573–586.
  • Fathqi, G. (2021). Learning English Through Social Media. Institut Teknologi Sepuluh Nopember (ITS), Surabaya, Indonesia.
  • Flammer, A. (2001). Self-efficacy. In Neil J. Smelser & Paul B. Baltes, International Encyclopedia of the Social and Behavioral Sciences. Elsevier. pp. 13812--15.
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hyde, J. S. (2014). Gender similarities and differences. Annual Review of Psychology, 65, 373-398. https://doi.org/10.1146/annurev-psych-010213-115057
  • Ilyosovna, N. A. (2020). The Importance of English Language. International Journal on Orange Technologies, 2, 22-24.
  • Karakaş, A., & Yavuz, E. (2018). A comparative analysis of English language teacher education programs in Turkey and Malaysia. Cumhuriyet International Journal of Education, 7(3), 287–306. https://doi.org/10.30703/cije.446313
  • Kazempour, M., & Sadler, T. D. (2015). Pre-service teachers’ science beliefs, attitudes, and self-efficacy: A multi-case study. Teaching Education, 26(3), 247-271. https://doi.org/10.1080/10476210.2014.996743
  • Kickbusch, S., Wright, N., & Dawes, L. (2020). Rethinking learning design: Reconceptualizing the role of the learning designer in pre-service teacher preparation through a design-led approach. The International Journal of Design Education, 14(4), 29–45. https://doi.org/10.18848/2325-128X/CGP/v14i04/29-45
  • Lent, R. W., & Brown, S. D. (2002). Social cognitive career theory and adult career development. In S. G. Niles (Ed.), Adult career development: Concepts, issues and practices (pp. 76–97). National Career Development Association.
  • Martínez Agudo, J., & Azzaro, G. (2018). Emotions in learning to teach efl in the practicum setting: Facing the emotional dilemmas and challenges associated with professional practice. In J. Martínez Agudo (Ed.), Emotions in second language teaching (pp. 365-384). Cham, ch: Springer. https://doi.org/10.1007/978-3-319-75438-3_20.
  • Mahu, D.-P. (2012) Why is learning english so beneficial nowadays?,International Journal of Communication Research, 2(4), pp. 374–376. Available at:http://ijcr.eu/articole/108_102_pdfsam_IJCR 4-2012 tipo.pdf
  • McKay, S. (2002). Teaching English as an international language. Oxford University Press.
  • Musset, P. (2010), Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects, OECD Education Working Papers, No. 48, OECD Publishing.
  • Niclasen, B., Tangsø, J., & Rytter, C. (2021). Teachers’ self-efficacy: Associations with teacher and student characteristics and effects of the anger management intervention, the mini-diamond. Advances in Educational Research and Evaluation, 2(3), 003. https://doi.org/10.25082/AERE.2021.02.003
  • Nishanthi, R. (2018). The importance of learning English in today world. International Journal of Trend in Scientific Research and Development, Volume-3(Issue-1), 871–874. https://doi.org/10.31142/ijtsrd19061
  • Nordén, L., Mannila, L., & Pears, A. (2017). Development of a self-efficacy scale for digital competences in schools. 2017 IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/fie.2017.8190673
  • Oğuz, A. (2009). Öğretmen adaylarının sözlü ve yazılı anlatım becerilerine ilişkin öz yeterlik algıları. Elektronik Sosyal Bilimler Dergisi, 8(30), 18-42.
  • Orakcı, E., Yıldız, M., & Koc, E. (2023). A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching. Frontiers in Psychology, 13, 1035829. https://doi.org/10.3389/fpsyg.2022.1035829
  • Pajares, F., & Schunk, D. H. (2002). Self and self-belief in psychology and education: A historical perspective. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 3–21). Academic Press. https://doi.org/10.1016/B978-012064455-1/50004-X
  • Pethman Estliden, K. (2017). ” Why is it important to learn English?”: A study of attitudes and motivation towards English and English language learning in Swedish upper secondary school. Retrieved, in February 2019, from https://www.diva-portal.org/smash/get/diva2:1078032/FULLTEXT01.pdf
  • Reddy, M. S., & Mahavidyalaya, P. (2016). Importance of English Language in Today’s World. International Journal of Academic Research, 3, 179-184.
  • Schwab, S. (2019). Teachers’ student-specific self-efficacy in relation to teacher and student variables. Educational Psychology, 39(1), 4-18. https://doi.org/10.1080/01443410.2018.1516861
  • Skaalvik, E. M., & Skaalvik, S. (2014). Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion. Psychological Reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PR0.114k14w0
  • Şeker, Z. C. (2021). Examination of turkish language teachers’ self-efficacy perceptions of teaching thinking skills in terms of various variables. Open Journal for Educational Research, 5(2), 303-316. https://doi.org/10.32591/coas.ojer.0502.13303s
  • Tarman, B. (2012). Prospective teachers’ beliefs and perceptions about teaching as a educational sciences: Theory & Practice, 12(3), 1964-1973.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003
  • Türkeli, A. (2022). Beden eğitimi ve spor öğretmenlerinin teknopedagojik eğitim yeterlikleri i̇le öz yeterlikleri arasındaki i̇lişki. Akdeniz Spor Bilimleri Dergisi, 5 (Özel Sayı 1), 603-613. https://doi.org/10.38021/asbid.1198977
  • Yang, Z. (2014). Strategies of improving spoken English for learners. In Proceedings of the International Conference on Education, Language, Art and Intercultural Communication (pp. 334-337)..
  • You, S., Kim, E., & Shin, K. (2019). Teachers’ belief and efficacy toward inclusive education in early childhood settings in Korea. Sustainability, 11(5), 1489. https://doi.org/10.3390/su11051489
  • Yılmaz, D., & Turan, H. (2020). Self- efficacy beliefs of pre-service teachers in teaching First Reading and Writing and Mathematics. Participatory Educational Research, 7(1), 257–270. https://doi.org/10.17275/per.20.15.7.1
  • Zakariya, Y. F. (2021). Application of an innovative alignment optimisation method to a cross-cultural mean comparison of teacher self-efficacy: a cross-country study. Heliyon, 7(10), e08212. https://doi.org/10.1016/j.heliyon.2021.e08212

Birinci ve Dördüncü Sınıf İngilizce Öğretmenliği Adaylarının Öz-Yeterlik Algılarının İncelenmesi

Year 2025, Issue: 28, 171 - 185, 31.07.2025

Hamdican Yıldırım , Eda Gürlen , Esra Civriz , Fatma Mine Arslan Çelik , Sevinç Gelmez Burakgazi

https://doi.org/10.30786/jef.1577209

Abstract

Öz-yeterlik, sosyal bilişsel teoride kişinin görevleri başarma ve istenen sonuçlara ulaşma konusundaki güvenini ifade eder. Bu araştırmada, devlet üniversitelerinin İngiliz Dili Eğitimi programlarında okuyan birinci ve dördüncü sınıf öğretmen adaylarının öz-yeterlik algılarındaki farklar ve bu farklara etki eden faktörler incelenmiştir. Ankara'daki büyük bir devlet üniversitesinde birinci ve son sınıfta okuyan 136 İngilizce öğretmen adayı çalışmaya katılmış, ayrıca 10 katılımcıyla yarı yapılandırılmış görüşmeler yapılmıştır. Bulgular, cinsiyetin öz-yeterlik üzerinde çok az etkisi olduğunu, ancak eğitim aşamaları ve memnuniyet düzeylerinin belirgin bir fark yarattığını göstermektedir. Dikkat çekici şekilde, birinci ve dördüncü sınıf öğrencilerinin öz-yeterlik düzeyleri arasında anlamlı bir fark bulunmamış ve program memnuniyeti yüksek olan öğrencilerin paradoks olarak daha düşük öz-yeterlik gösterdiği saptanmıştır. Görüşmelerden elde edilen bilgiler, öğretmen adaylarının gelişen sistemlere uyum sağlayarak, kendi güçlü ve zayıf yanlarını tanıyarak, alanlarındaki gelişmeleri takip ederek, İngilizce dışındaki becerilerini geliştirerek ve İngilizce yeterlilikleri konusundaki kaygılarını gidererek öz-yeterliklerini artırabileceğini vurgulamaktadır. Bu bulgular doğrultusunda, öğretmen yetiştirme programlarının erken dönem öğretmenlik deneyimleri entegre etmesi, öz-yönelimli öğrenme stratejileri konusunda yapılandırılmış rehberlik sağlaması ve mesleki deneyimle ortaya çıkan duygusal karmaşıklığı ele alacak destek sistemleri uygulaması önerilmektedir. Bu araştırma, öğretmen eğitiminde öz-yeterlik üzerinde etkili olan faktörleri anlamaya katkı sağlamakta ve müfredat geliştiriciler, akademik danışmanlar ve politika yapıcılar için pratik çıkarımlar sunmaktadır.

Keywords

eğitim memnuniyeti faktörleri hizmet öncesi öğretmen eğitimi ingilizce dil öğretimi öz yeterlik

References

  • Ajzen, I. (1987). Attitudes, Traits, and Actions: Dispositional Prediction of Behavior in Personality and Social Psychology. In Advances in experimental social psychology (pp. 1–63). https://doi.org/10.1016/s0065-2601(08)60411-6
  • Aloka, P. J. O. & Odanga, S. J. O. (2022). Influence of school category on teachers’ self-efficacy and its domains in selected secondary schools. EUREKA: Social and Humanities, 5, 66-75. https://doi.org/10.21303/2504-5571.2022.002564
  • Alshammary, M. S. (2020). The impact of using Cambly on EFL university students’ speaking proficiency. English Language Teaching; 13 (8), 12-26.
  • Avery, L., & Meyer, D. (2012). Teaching science as science is practiced: Opportunities and limits for enhancing preservice elementary teachers’ self-efficacy for science and science teaching. School Science and Mathematics, 112, 395-409. https://doi.org/10.1111/j.1949-8594.2012.00159.x
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1016/0146-6402(78)90002-4
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
  • Bandura, A. (1994). Regulative function of perceived self-efficacy. In M. G. Rumsey, C. B. Walker, & J. H. Harris (Eds.), Personnel selection and classification (pp. 261–271). Lawrence Erlbaum Associates, Inc
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman & Company.
  • Bay, D. N., Şeker, P. T. & Alisinanoğlu, F. (2020). Öğretmenlik uygulaması dersine ilişkin öğretmen adaylarının görüşleri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 4(1), 1-20.
  • Berkant, H. G. (2017). Öğretmen Adaylarının Öğretmen Öz-Yeterlik Algılarının İncelenmesi. Eğitim Yansımaları, 1(2), 1-17.
  • Catalano, A. A., Asselta, L., & Durkin, A. (2019). Exploring the relationship between science content knowledge and science teaching self-efficacy among elementary teachers. IAFOR Journal of Education, 7(1), 57-70. https://doi.org/10.22492/ije.7.1.04
  • Ci̇vriz, E., & Burakgazi̇, S. G. (2021). Ortaöğretim İngilizce Dersi Öğretim Programına Yönelik Durum Çalışması: Öğretmenin Programa Bağlılığı ve Öğrenci Beklentileri. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 559–597. https://doi.org/10.30964/auebfd.694502
  • Collier, S. T. (1999). Characteristics of Reflective thought during the student teaching experience. Journal of Teacher Education, 50, 173-181.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage
  • Çakmakcı, G. (2009). Preparing teachers as researchers: Evaluating the quality of research reports prepared by student teachers. EJER, 35 (2) 39-56.
  • Çomoğlu, İ., & Kic-Drgas, J. (2017). A comparison of English language teacher education programs in Poland and Turkey. Batı Anadolu EğItim Bilimleri Dergisi, 8(2), 112–121. https://dergipark.org.tr/tr/download/article-file/454864
  • Delican, B. & Adiyaman, İ. (2021). Öğretmenlerin okuma ve yazma öğretimine yönelik öz yeterlik algıları. Okuma Yazma Eğitimi Araştırmaları, 9(1), 21-33. https://doi.org/10.35233/oyea.866407
  • Education First (EF). (2020). EF English Proficiency Index 2020: A ranking of 100 countries and regions by English skills. https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2020/ef-epi-2020-english.pdf
  • Erdem, E., & Demirel, Ö. (2007). Teacher self‐efficacy belief. Social Behavior and Personality, 35(5), 573–586.
  • Fathqi, G. (2021). Learning English Through Social Media. Institut Teknologi Sepuluh Nopember (ITS), Surabaya, Indonesia.
  • Flammer, A. (2001). Self-efficacy. In Neil J. Smelser & Paul B. Baltes, International Encyclopedia of the Social and Behavioral Sciences. Elsevier. pp. 13812--15.
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hyde, J. S. (2014). Gender similarities and differences. Annual Review of Psychology, 65, 373-398. https://doi.org/10.1146/annurev-psych-010213-115057
  • Ilyosovna, N. A. (2020). The Importance of English Language. International Journal on Orange Technologies, 2, 22-24.
  • Karakaş, A., & Yavuz, E. (2018). A comparative analysis of English language teacher education programs in Turkey and Malaysia. Cumhuriyet International Journal of Education, 7(3), 287–306. https://doi.org/10.30703/cije.446313
  • Kazempour, M., & Sadler, T. D. (2015). Pre-service teachers’ science beliefs, attitudes, and self-efficacy: A multi-case study. Teaching Education, 26(3), 247-271. https://doi.org/10.1080/10476210.2014.996743
  • Kickbusch, S., Wright, N., & Dawes, L. (2020). Rethinking learning design: Reconceptualizing the role of the learning designer in pre-service teacher preparation through a design-led approach. The International Journal of Design Education, 14(4), 29–45. https://doi.org/10.18848/2325-128X/CGP/v14i04/29-45
  • Lent, R. W., & Brown, S. D. (2002). Social cognitive career theory and adult career development. In S. G. Niles (Ed.), Adult career development: Concepts, issues and practices (pp. 76–97). National Career Development Association.
  • Martínez Agudo, J., & Azzaro, G. (2018). Emotions in learning to teach efl in the practicum setting: Facing the emotional dilemmas and challenges associated with professional practice. In J. Martínez Agudo (Ed.), Emotions in second language teaching (pp. 365-384). Cham, ch: Springer. https://doi.org/10.1007/978-3-319-75438-3_20.
  • Mahu, D.-P. (2012) Why is learning english so beneficial nowadays?,International Journal of Communication Research, 2(4), pp. 374–376. Available at:http://ijcr.eu/articole/108_102_pdfsam_IJCR 4-2012 tipo.pdf
  • McKay, S. (2002). Teaching English as an international language. Oxford University Press.
  • Musset, P. (2010), Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects, OECD Education Working Papers, No. 48, OECD Publishing.
  • Niclasen, B., Tangsø, J., & Rytter, C. (2021). Teachers’ self-efficacy: Associations with teacher and student characteristics and effects of the anger management intervention, the mini-diamond. Advances in Educational Research and Evaluation, 2(3), 003. https://doi.org/10.25082/AERE.2021.02.003
  • Nishanthi, R. (2018). The importance of learning English in today world. International Journal of Trend in Scientific Research and Development, Volume-3(Issue-1), 871–874. https://doi.org/10.31142/ijtsrd19061
  • Nordén, L., Mannila, L., & Pears, A. (2017). Development of a self-efficacy scale for digital competences in schools. 2017 IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/fie.2017.8190673
  • Oğuz, A. (2009). Öğretmen adaylarının sözlü ve yazılı anlatım becerilerine ilişkin öz yeterlik algıları. Elektronik Sosyal Bilimler Dergisi, 8(30), 18-42.
  • Orakcı, E., Yıldız, M., & Koc, E. (2023). A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching. Frontiers in Psychology, 13, 1035829. https://doi.org/10.3389/fpsyg.2022.1035829
  • Pajares, F., & Schunk, D. H. (2002). Self and self-belief in psychology and education: A historical perspective. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 3–21). Academic Press. https://doi.org/10.1016/B978-012064455-1/50004-X
  • Pethman Estliden, K. (2017). ” Why is it important to learn English?”: A study of attitudes and motivation towards English and English language learning in Swedish upper secondary school. Retrieved, in February 2019, from https://www.diva-portal.org/smash/get/diva2:1078032/FULLTEXT01.pdf
  • Reddy, M. S., & Mahavidyalaya, P. (2016). Importance of English Language in Today’s World. International Journal of Academic Research, 3, 179-184.
  • Schwab, S. (2019). Teachers’ student-specific self-efficacy in relation to teacher and student variables. Educational Psychology, 39(1), 4-18. https://doi.org/10.1080/01443410.2018.1516861
  • Skaalvik, E. M., & Skaalvik, S. (2014). Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion. Psychological Reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PR0.114k14w0
  • Şeker, Z. C. (2021). Examination of turkish language teachers’ self-efficacy perceptions of teaching thinking skills in terms of various variables. Open Journal for Educational Research, 5(2), 303-316. https://doi.org/10.32591/coas.ojer.0502.13303s
  • Tarman, B. (2012). Prospective teachers’ beliefs and perceptions about teaching as a educational sciences: Theory & Practice, 12(3), 1964-1973.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003
  • Türkeli, A. (2022). Beden eğitimi ve spor öğretmenlerinin teknopedagojik eğitim yeterlikleri i̇le öz yeterlikleri arasındaki i̇lişki. Akdeniz Spor Bilimleri Dergisi, 5 (Özel Sayı 1), 603-613. https://doi.org/10.38021/asbid.1198977
  • Yang, Z. (2014). Strategies of improving spoken English for learners. In Proceedings of the International Conference on Education, Language, Art and Intercultural Communication (pp. 334-337)..
  • You, S., Kim, E., & Shin, K. (2019). Teachers’ belief and efficacy toward inclusive education in early childhood settings in Korea. Sustainability, 11(5), 1489. https://doi.org/10.3390/su11051489
  • Yılmaz, D., & Turan, H. (2020). Self- efficacy beliefs of pre-service teachers in teaching First Reading and Writing and Mathematics. Participatory Educational Research, 7(1), 257–270. https://doi.org/10.17275/per.20.15.7.1
  • Zakariya, Y. F. (2021). Application of an innovative alignment optimisation method to a cross-cultural mean comparison of teacher self-efficacy: a cross-country study. Heliyon, 7(10), e08212. https://doi.org/10.1016/j.heliyon.2021.e08212
There are 50 citations in total.

Details

Primary Language English
Subjects Teacher Education and Professional Development of Educators
Journal Section Makaleler
Authors

Hamdican Yıldırım 0000-0003-4078-5335

Eda Gürlen 0000-0002-1719-9840

Esra Civriz 0000-0002-8065-5562

Fatma Mine Arslan Çelik 0000-0002-3161-0499

Sevinç Gelmez Burakgazi 0000-0002-4553-1433

Publication Date July 31, 2025
Submission Date November 1, 2024
Acceptance Date July 30, 2025
Published in Issue Year 2025 Issue: 28

Cite

APA Yıldırım, H., Gürlen, E., Civriz, E., Arslan Çelik, F. M., et al. (2025). The Investigation of the Freshman and Senior Pre-service EFL Teachers’ Teaching Self-Efficacy Beliefs. Journal of Education and Future(28), 171-185. https://doi.org/10.30786/jef.1577209
AMA Yıldırım H, Gürlen E, Civriz E, Arslan Çelik FM, Gelmez Burakgazi S. The Investigation of the Freshman and Senior Pre-service EFL Teachers’ Teaching Self-Efficacy Beliefs. JEF. July 2025;(28):171-185. doi:10.30786/jef.1577209
Chicago Yıldırım, Hamdican, Eda Gürlen, Esra Civriz, Fatma Mine Arslan Çelik, and Sevinç Gelmez Burakgazi. “The Investigation of the Freshman and Senior Pre-Service EFL Teachers’ Teaching Self-Efficacy Beliefs”. Journal of Education and Future, no. 28 (July 2025): 171-85. https://doi.org/10.30786/jef.1577209.
EndNote Yıldırım H, Gürlen E, Civriz E, Arslan Çelik FM, Gelmez Burakgazi S (July 1, 2025) The Investigation of the Freshman and Senior Pre-service EFL Teachers’ Teaching Self-Efficacy Beliefs. Journal of Education and Future 28 171–185.
IEEE H. Yıldırım, E. Gürlen, E. Civriz, F. M. Arslan Çelik, and S. Gelmez Burakgazi, “The Investigation of the Freshman and Senior Pre-service EFL Teachers’ Teaching Self-Efficacy Beliefs”, JEF, no. 28, pp. 171–185, July 2025, doi: 10.30786/jef.1577209.
ISNAD Yıldırım, Hamdican et al. “The Investigation of the Freshman and Senior Pre-Service EFL Teachers’ Teaching Self-Efficacy Beliefs”. Journal of Education and Future 28 (July 2025), 171-185. https://doi.org/10.30786/jef.1577209.
JAMA Yıldırım H, Gürlen E, Civriz E, Arslan Çelik FM, Gelmez Burakgazi S. The Investigation of the Freshman and Senior Pre-service EFL Teachers’ Teaching Self-Efficacy Beliefs. JEF. 2025;:171–185.
MLA Yıldırım, Hamdican et al. “The Investigation of the Freshman and Senior Pre-Service EFL Teachers’ Teaching Self-Efficacy Beliefs”. Journal of Education and Future, no. 28, 2025, pp. 171-85, doi:10.30786/jef.1577209.
Vancouver Yıldırım H, Gürlen E, Civriz E, Arslan Çelik FM, Gelmez Burakgazi S. The Investigation of the Freshman and Senior Pre-service EFL Teachers’ Teaching Self-Efficacy Beliefs. JEF. 2025(28):171-85.
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