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Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching Efl In Iran, Mehdi Babaei, Arman Abednia
Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching Efl In Iran, Mehdi Babaei, Arman Abednia
Australian Journal of Teacher Education
This article reports on a study that explored the relationship between reflective teaching and teachers’ self-efficacy beliefs. Two questionnaires, the English Language Teaching Reflection Inventory (Akbari, Behzadpoor, & Dadvand, 2010) and Teachers’ Efficacy Beliefs System-Self (TEBS-Self) (Dellinger, Bobbett, Olivier, & Ellett, 2008), were distributed among 225 Iranian EFL (English as a Foreign Language) teachers. Pearson product-moment correlation analysis showed a significant positive relationship between the general factors of teacher reflectiveness and self-efficacy. Standard multiple regression identified Efficacy for Learner Engagement as the only predictor of teacher reflectiveness and Meta-Cognitive Reflection as the only predictor of teacher self-efficacy. Finally, the interconnections …