خلاصه ماشینی:
"EFL Teachers' Self-efficacy and Control of Actions in Language Institutes Samaneh Ghiaspoorin TEFL, MA, ATU Abstract Teachers' personal sense of control and their beliefs in their capabilities are suggested as impacting on how they think, feel, and teach.
Based on Rotter's (1966) distinction between external and internal control, teacher self-efficacy may increase when teachers believe that the students' achievement and behavior can be influenced by education and it may decrease if they believe in the influence of external factors (e.
Consequently, what can be concluded from this part of the questionnaire is EFL teachers' instructional effectiveness in most cases except for matters like the choice of their class size, lack of support from children's parents, and students' performance on difficult assignments.
Disciplinary Self-efficacy Based on the results of questions 13 and 14 which were related to teachers' disciplinary self-efficacy, most of the participants were able both to get students to follow classroom rules and to control disruptive behavior in the classroom.
The results also support Gibson's study which revealed that teachers with higher self-efficacy are more willing in their classrooms and more successful in classroom management and creation of positive and trusting environment among teachers, learners, teaching staffs, and parents.
The findings of this research also confirm previous researches like Moore and Esselman (1992) who maintained that teachers' self-efficacy can affect students' motivation and achievement as well as school or institute effectiveness.
In addition, Pajares (1992) conducted a study about teachers' self-efficacy in which he concluded that there is a strong relationship between teachers' educational beliefs and their planning, instructional decisions, classroom practices, and subsequent teaching behaviors."