Teacher's perceived efficacy among English as a foreign language teachers in middle schools in Venezuela

dc.creatorChacón, Carmen Teresa
dc.date2005-10-03
dc.date2005-10-03T09:00:00Z
dc.date2005-10-03T09:00:00Z
dc.date2005-01-01
dc.date2005-10-03T09:00:00Z
dc.date.accessioned2017-03-03T13:50:57Z
dc.date.available2017-03-03T13:50:57Z
dc.identifierT016300002407/0
dc.identifierhttp://www.saber.ula.ve/handle/123456789/16701
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/200813
dc.descriptionTeacher's perceived efficacy among English as a foreign language teachers in middle schools in Venezuela (Chacón, Carmen Teresa) Abstract Teachers' sense of efficacy has been shown to influence teachers' actions and student outcomes. This study explored self-efficacy beliefs among English as a Foreign Language teacher in selected schools in Venezuela. Data were collected through a survey administered to 100 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for management, engagement, and instructional strategies. Interviews were conducted with a purposeful sample. Results showed that teachers' perceived efficacy was correlated with self-reported English proficiency. Results also indicated that teachers' efficacy for instructional strategies was higher than efficacy for management and engagement. Artículo publicado en: Revista Teaching and Teacher Education, volumen 21, pp. 257-272. (2005)
dc.descriptionctchacon@cantv.net
dc.descriptionNivel monográfico
dc.format268476
dc.languagees
dc.publisherSABER ULA
dc.subjectNúcleo Táchira (NUTULA)
dc.subjectDepartamento de Idiomas
dc.subjectForeign languages education
dc.subjectEnglish as a foreign language
dc.subjectMiddle schools
dc.subjectLanguage proficiency
dc.subjectInstructional strategies
dc.subjectArtículos
dc.titleTeacher's perceived efficacy among English as a foreign language teachers in middle schools in Venezuela


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