This study investigated changes in teacher self-efficacy (TSE) using a retrospective pretest posttest design created to measure the impact of the Teaching English to Speakers of Other Languages/Teaching English as a Foreign Language (TESOL/TEFL) certification professional development program on English as a foreign language teachers. The study also explored whether a difference in TSE perceptions existed between those who engaged in online learning and those who engaged in the traditional face-to-face format. The participants were native English speaking teachers (NETs) in South Korea. The study employed a quantitative approach utilizing a pretest posttest retrospective survey. The results of the study indicated statistically significant growth in TSE as measured by the Teacher Sense of Efficacy Scale Short Form as a whole, and in the three subscales: efficacy in classroom management, efficacy in instructional strategies, and efficacy in student engagement. Furthermore, in the subscales of efficacy in instructional strategies and efficacy in student engagement, the instructional delivery format did not make a significant difference. However, in the subscale of efficacy in classroom management, online participants experienced significantly greater improvement in TSE than their face-to-face counterparts. These findings indicate that TESOL/TEFL certification can be beneficial for NETs and instructional delivery format may only matter for teaching classroom management.
|Commitee:||Allen, Donna, Earwicker, Ben|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Foreign language education, Education Policy|
|Keywords:||English as a foreign langauge, Native English teacher, Self-efficacy, Teacher self-efficacy|
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