International Journal of Academic Research in Business and Social Sciences

search-icon

A Framework for Enhancing English as a Foreign Language Teachers’ Teaching Self-efficacy in China Secondary Vocational Schools

Open access
The field of EFL (English as a Foreign Language) teaching in China secondary vocational schools is confronted with the issue of poor teacher qualities. Among the crucial aspects of teacher quality, the teaching self-efficacy of EFL teachers plays a significant role in determining the quality and quantity of English instruction. Researches have found China secondary vocational school EFL teachers’ teaching self-efficacy are generally low. However, limited efforts have been made to address this problem. This article aims to present a framework for enhancing the teaching self-efficacy of EFL teachers in China secondary vocational schools. The factors that contribute to enhancing the teaching self-efficacy of EFL teachers are discussed, drawing upon the principles of self-efficacy theory. The framework, derived from a comprehensive review of existing literature, offers valuable insights to improve the teaching self-efficacy. The findings suggest that secondary vocational EFL teachers’ teaching self-efficacy can be enhanced through increasing teachers' experiences and knowledge, as well as fostering a supportive school culture.
Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19, 291-307.
Alibakhshi, G., Nikdel, F., & Labbafi, A. (2020). Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1-19.
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. Longman Publishing Group.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2).
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bautista, N. U., & Boone, W. J. (2015). Exploring the impact of TeachME™ lab virtual classroom teaching simulation on early childhood education majors’ self-efficacy beliefs. Journal of Science Teacher Education, 26(3), 237-262.
Berman, P. (1977). Federal programs supporting educational change, Vol. VII: Factors affecting implementation and continuation.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
Cabaroglu, N. (2014). Professional development through action research: Impact on self-efficacy. System, 44, 79-88.
Cao, Y. (2017). Ten major reforms facing the development of secodnary vocational education in China. Education and Vocation, 23.
Carpenter, J. P., & Green, T. D. (2018). Self-directed professional learning and educator self-efficacy: The case of Voxer. In Self-efficacy in instructional technology contexts (pp. 163-181). Springer.
Chen, Y. (2018). The historical context and realistic predicament of the development of secondary vocational educational in China. China Economics of Education Review, 3(4).
Choi, E., & Lee, J. (2018). EFL teachers’ self-efficacy and teaching practices. Elt Journal, 72(2), 175-186.
Choi, J., Lee, J.-H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45-57.
Ding, L., & Zhang, J. (2016). Characteristics, issues, and paths of the secondary vocational education in the past decade. 1.
Duan, F. (2017). A study on comparision of English teacher self-efficacy in senior middle school and vocational high school Shanxi Normal University].
Eslami, Z. R., & Fatahi, A. (2008). Teachers' Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran. Tesl-Ej, 11(4), n4.
Feng, L., Hodges, T. S., Waxman, H. C., & Malatesha Joshi, R. (2019). Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers’ self-efficacy: A latent class analysis. Annals of dyslexia, 69(1), 80-98.
Flores, I. M. (2015). Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. Research in Higher Education Journal, 27.
Fu, Y. (2021). Research on the current English teaching situation and strategies in the secondary vocational school Guangdong Polytechnic Normal University].
Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American educational research journal, 31(3), 627-643.
JO Odanga, S., Raburu, P. A., & Aloka, P. J. (2018). Strategies for enhancing teachers’ self-efficacy in secondary schools.
Kim, U., & Park, Y. S. (2006). Indigenous psychological analysis of academic achievement in Korea: The influence of self?efficacy, parents, and culture. International journal of Psychology, 41(4), 287-291.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage publications.
Kulaks?z, T., & Pala, F. K. (2018). The effect of social network-supported microteaching on teachers self-efficacy and teaching skills. World Journal on Educational Technology: Current Issues, 10(2), 115-130.
Kundu, A. (2020). Toward a framework for strengthening participants' self-efficacy in online education. Asian Association of Open Universities Journal, 15(3), 351-370.
Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19.
Lin, J. (2010). An empirical study on teaching self-efficacy of secondary vocational school teachers. Journal of Shayang Teachers College, 11(5).
Liu, Y. (2019). The current situation and countermeasures of English language teaching in Chinese vocational education Education Modernization, 6(67), 167-168.
Liu, Y. L. (2018). The relationship between curriculum leadership and self-efficacy among EFL teachers in Chinese secondary vocational school Teachers Education Management.
Lu, Q., & Wu, H. (2018). "Steering wheel model": An effective way to improve secondary school teachers' self-efficacy. Theory and Practice of Education, 38(29), 28-31.
Luo, Y. (2018). A study on the relationship between self-efficacy and job burnout among secondary vocational school teachers-A case study of teachers in Xinxiang Health School Henan Argriculture(12), 5.
Mahalingappa, L., Hughes, E. M., & Polat, N. (2018). Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners. Language and Education, 32(2), 127-146.
MOE. (2020). English Curriculum Standard of Secondary Vocational School. Beijing: Higher Education Press
Moradkhani, S., & Haghi, S. (2017). Context-based sources of EFL teachers' self-efficacy: Iranian public schools versus private institutes. Teaching and Teacher Education, 67, 259-269.
Morris, D. B., & Usher, E. L. (2011). Developing teaching self-efficacy in research institutions: A study of award-winning professors. Contemporary Educational Psychology, 36(3), 232-245.
Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational psychology review, 29(4), 795-833.
Mousavi, S. (2014). The effect of peer observation on Iranian EFL teachers’ self-efficacy. Procedia-Social and Behavioral Sciences, 136, 181-185.
Naidoo, K., & Naidoo, L. J. (2021). Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy. Research in Science & Technological Education, 1-21.
Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353.
Perera, H. N., & John, J. E. (2020). Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes. Contemporary Educational Psychology, 61, 101842.
Phan, N. T. T., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study. Teaching and Teacher Education, 52, 73-82.
Phan, T. (2005). Interdependent self: Self-perceptions of Vietnamese-American youths. Adolescence, 40(158), 425.
Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The journal of educational research, 101(1), 50-60.
Shao, S. (2015). A study on EFL teachers' self-efficacy in Chinese secondary school context China Ocean University Press.
Swackhamer, L. E., Koellner, K., Basile, C., & Kimbrough, D. (2009). Increasing the self-efficacy of inservice teachers through content knowledge. Teacher Education Quarterly, 36(2), 63-78.
Tong, X. Y., Cao, Y., Jiang, Y., & Wang, J. (2008). The current situation of teachers' teachging self-efficacy and countermearsures in Chinese secondary vocational school vocational and technical education, 129.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The elementary school journal, 110(2), 228-245.
von Suchodoletz, A., Jamil, F. M., Larsen, R. A., & Hamre, B. K. (2018). Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study. Teaching and Teacher Education, 75, 278-289.
Wyatt, M. (2008). Growth in practical knowledge and teachers' self-efficacy during an in-service BA (TESOL) Programme University of Leeds].
Wyatt, M. (2009). Supporting change in teachers’ ideas and practices: The influence of the BA Educational Studies (TESOL) on classroom teaching. International collaboration for educational change: The BA project, 82-94.
Wyatt, M. (2013). Overcoming low self-efficacy beliefs in teaching English to young learners. International Journal of Qualitative Studies in Education, 26(2), 238-255.
Wyatt, M. (2016). “Are they becoming more reflective and/or efficacious?” A conceptual model mapping how teachers’ self-efficacy beliefs might grow. Educational Review, 68(1), 114-137.
Wyatt, M. (2018). Language teachers' self-efficacy beliefs: A review of the literature (2005-2016). Australian Journal of Teacher Education (Online), 43(4), 92-120.
Xie, M. (2017). Problems and countermeasures of professional development of English teachers in secondary vocational schools. Guangdong Eucation: Vocational Education(5), 2.
Yin, H., Han, J., & Perron, B. E. (2020). Why are Chinese university teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy. International Journal of Educational Research, 100, 101529.
Zheng, X., Yin, H., & Liu, Y. (2021). Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China. School Effectiveness and School Improvement, 32(2), 197-217.
Zonoubi, R., Rasekh, A. E., & Tavakoli, M. (2017). EFL teacher self-efficacy development in professional learning communities. System, 66, 1-12.