期刊名称：e-International Journal of Educational Research
印刷版ISSN：1309-6265
出版年度：2014
卷号：5
期号：3
DOI：10.19160/e-ijer.57660
语种：
出版社：E-International Journal of Educational Research
摘要：Features of EFL/ESL teachers have been investigated by educationists time and again in order to effectuate the education system in reaching its goal main goal, namely learning. Reflectivity and self-efficacy are two main characteristics of teachers which are not delved into thoroughly. Reflection, according to Richards (2008), refers to an activity or process in which an experience is recalled, taken into account, and evaluated, usually in relation to a broader purpose. Teacher self-efficacy, defined in different terms, has one fundamental kernel. It has been referred to as the individual teacher's beliefs in his/her own ability to carry out educational objectives. The present study, adjusting these two constructs, aims at observing whether reflectivity of EFL teachers and the main elements of this reflectivity are capable of predicting those teachers' sense of self-efficacy. On that account, 120 EFL teachers took part in the survey by filling out the related questionnaires. Multiple regression analysis revealed the predicting power of both reflectivity and its sub-elements on teachers' self-efficacy. Correlational results, correspondingly, indicated the relationship between every two components. It was identified that the association between the criterion and exploratory variables is moderately strong (R=.64). Furthermore, the prediction model was statistically significant and accounted for approximately 39% of the variance of teacher self-efficacy. From sub-categories of reflectivity, ethical and critical issues had the highest share in this prediction.
