Exploring Iranian High School Teachers’ English Language Proficiency and their Self-Efficacy Beliefs

Teachers’ beliefs are of crucial importance in guiding them to adopt their teaching strategies for coping with their challenges, motivation, language ability, and shaping language learners’ learning environment. The current literature is aimed at investigating the level of efficacy perceptions of EFL teachers working at high schools in Iran. The study also investigated the presences of any differences existing among the 3 dimensions of teacher efficacy as described by by Tschannen-Moran and Woolfolk Hoy, effectiveness in student engagement, effectiveness in instructional strategy, and effectiveness in instructional management. Moreover, it it payed more attenytion to the socio-demographic factors and the relationship existing among the mentioned and teacher efficacy of EFL teachers. Data was collected through a survey administered to 40 Iranian High School teachers from Yazd province. A modified version of the Teacher Sense of Efficacy Scale [17] was employed in assessing the effectiveness of classroom management, student engagement, and teaching strategies. Results showed that perceived effectiveness of teachers was positively correlated with self-reported English proficiency.