Factors influencing self-efficacy of ESL instructors in online education

This quantitative study investigated the factors influencing perceived self-efficacy of ESL instructors in online education during pandemic with the participation of 160 ESL instructors who work at language schools of state and private universities in İstanbul, Turkey. The main aim of the current study was to determine whether gender, age, work place, level of graduation, technological support and in-service training could predict ESL instructors' self-efficacy perceptions in online education. The findings of the current study revealed that overall self-efficacy perceptions of ESL instructors in online education was at a moderate level which indicates that participants felt neither frustrated nor efficacious with this radical shift to online platform. As for the factors that are likely to affect self-efficacy, work place, level of graduation, technological support and social media use were discovered to be significant factors that influence self-efficacy in online education. Nevertheless, gender, age and in-service training in online education provided by institutions were not found to have an impact on self-efficacy perceptions of instructors in online education. Key words: Teacher self-efficacy, online education