Examining the relationship between pre-service English language teachers' perceived level of self-assessment and self-efficacy in professional knowledge-base

Being an effective language teacher needs both theoretical knowledge and practical knowledge in their professional knowledge-base. Since the combination of these two variables promote teacher effectiveness, the relation between these two factors needs to be investigate for moving the teacher effectiveness one more step further. In this study, theoretical knowledge of participants associated with their self-assessment perception level, and practical knowledge associated with perception level of self-efficacy. The present study aims to examine the relationship between pre-service English language teachers' self-assessment and their self-efficacy. Following a quantitative research design, the research used quantitative data collection methods and the sample group of the study was chosen by convenience sampling method of the non-random sampling strategy. Self-assessment and self-efficacy questionnaires were administered to a sample of 137 pre-service English language teachers (106 females and 31 males). The data were analyzed by utilizing SPSS version 25 software program. To find out the strength and direction of the relationship between the self-assessment and self-efficacy variables, the Pearson product-moment correlation coefficient (coeff. = 0.649, sig. value =0) was calculated. The results indicated that there was a significant relationship between pre-service English language teachers' self-assessment and their self-efficacy perception. Lastly, simple regression test was performed for determining the functionality between self-assessment and self-efficacy perceptions of participants. The R square value was calculated as 0.421 with 0.0 level of significance, which reveals a functionality between these two variables. Key words: Pre-Service English language teacher, Self-Assessment, Self-Efficacy, Teacher effectiveness