In-service teacher self-efficacy

This study explored the foreign language teaching efficacy beliefs of Japanese high school English teachers. The study provides a teacher efficacy scale designed for the Japanese context, which could also be used or adapted for similar contexts in the wider East Asian area. Data were drawn from an online survey of 141 participants. Exploratory factor analysis identified five dimensions of latent teacher efficacy beliefs, including individual and collaborative dimensions, and some specific to the Japanese context, such as efficacy for helping students achieve entrance success. Findings also indicate that some dimensions of foreign language teaching efficacy, such as efficacy for using the L2, are generalizable to wider field.

This study was conducted to investigate eighth-grade science teachers’ self-efficacy during the implementation of a new, problem-based science curriculum.  The curriculum included applications of LEGO® robotics, a new technology for these teachers.  Teachers’ responded to structured journaling activities designed to collect information about their self-efficacy for teaching with the curriculum and, later, to a survey designed to probe their self-efficacy for enacting specific elements of the curriculum.  Participants reported high confidence levels throughout the study but expressed some concerns related to their local contexts.