Do English Language Teachers’ Characteristics Affect Self-Efficacy?

DOI

10.2991/assehr.k.210120.150How to use a DOI?

Keywords

teachers’ characteristics, self-efficacy

Abstract

This study aims to investigate the effect of English Language teachers’ characteristics on their self-efficacy. The teachers’ characteristics in this study referred to gender, length of teaching (in years), academic qualification, teaching institution, kinds of English subject taught (EGP or ESP), and province where the respondents taught. The method used in this study was a quantitative study. The data were obtained from 84 English teachers in Indonesia using the teachers’ self-efficacy questionnaire. There were five factors of English teachers’ self-efficacy in this study: self-efficacy in teaching knowledge, teaching ethic, classroom management, instructional strategies, and student engagement. The study data were analysed, employing multilinear regression. This study revealed that gender, teaching experience, academic qualification institution, kinds of English subject taught, and province where the teachers taught simultaneously did not affect teachers’ self-efficacy with 0.793, 0. 932, 0.114, 0.395, 0.436, and 0. 223, respectively.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Margaretha Dharmayanti Harmanto
AU  - Amalia Savitri Adi
PY  - 2021
DA  - 2021/01/21
TI  - Do English Language Teachers’ Characteristics Affect Self-Efficacy?
BT  - Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020)
PB  - Atlantis Press
SP  - 392
EP  - 397
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210120.150
DO  - 10.2991/assehr.k.210120.150
ID  - Harmanto2021
ER  -