Self-Efficacy and Quality of Classroom Interactions of EFL Teachers in Niger

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Jang, Bong Gee (ORCID Jang, Bong Gee (ORCID 0000-0002-6830-8170); Cho, Hyonsuk; Wiens, Peter
  • Language:
    English
  • Source:
    International Education Journal: Comparative Perspectives. 2019 18(3):57-73.
  • Publication Date:
    2019
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: [email protected]; Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
    • Peer Reviewed:
      Y
    • Source:
      17
    • Education Level:
      Secondary Education
    • Subject Terms:
      Self Efficacy; Language Teachers; English (Second Language); Second Language Instruction; Interaction; Cultural Differences; Foreign Countries; Classroom Environment; Secondary School Teachers
    • Subject Terms:
      Niger; United States
    • Subject Terms:
      Classroom Assessment Scoring System
    • ISSN:
      2202-493X
    • Abstract:
      This study explores the relationships between self-efficacy and observed quality of classroom interactions of EFL teachers in Niger and how they compare to their American counterparts. We collected and analyzed self-efficacy data from 609 EFL teachers using the Teachers' Sense of Self-efficacy Scale (TSES). In addition, classroom interaction data were collected from 53 Nigerien EFL teachers using the Classroom Assessment Scoring System (CLASS). All the self-efficacy subscales were significantly correlated with the CLASS Instructional Support domain. When we compared the self-efficacy and classroom interactions scores of Nigerien teachers with those of American teachers, a significant difference was only identified in the classroom management scale of TSES. In terms of the CLASS score difference, Nigerien teachers showed significantly higher scores on the Negative Climate and Analysis and Problem-Solving subscales. These findings suggest both teachers' self-efficacy and the classroom interaction quality may need to be assessed in different ways across the two cultures.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1239470