Main Article Content

Abstract

The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

Keywords

teachers self-effecacy teaching english teacher training nativeness

Article Details

How to Cite
[1]
Lina Lafta Jassim 2020. Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English. International Journal on Integrated Education. 3, 9 (Sep. 2020), 87-104. DOI:https://doi.org/10.31149/ijie.v3i9.595.

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