Andrzej Cirocki, Akihiro Ito, Bill Soden, Nathalie Noret
This article presents the findings of a mixed-methods study measuring the efficacy beliefs of Japanese English-as-a-foreign-language teachers regarding student engagement, instructional strategies, classroom management, and lesson planning. The study sought to identify relationships between levels of self-reported efficacy among these teachers and their gender, as well as their teaching experience. It also examined their views on how schools could support their teaching to enable them to become more effective and confident language teachers. Data were collected using a reflective report, a semi-structured interview, and a self-efficacy questionnaire. The findings indicated that Japanese secondary school teachers reported fairly high levels of perceived self-efficacy in their pedagogical practice. These beliefs were significantly correlated to only one factor: teaching experience. The study also revealed that experienced teachers had higher expectations regarding support from their schools and that these were more concrete and explanatory than those of novice teachers. © 2024 Editorial Board TESL - EJ. All rights reserved.
University of York, United Kingdom; Universitas Negeri Surabaya, Indonesia; Seinan Gakuin University, Japan
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