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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 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, 8 (Aug.
2020), 81-97. DOI:https://doi.org/10.31149/ijie.v3i8.540 Pdf Url :
Url : https://journals.researchparks.org/index.php/IJIE/article/view/540
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