İngilizce öğretmenlerinin çevrim içi öğretime yönelik öz yeterlik inançları

This study was conducted to investigate English Language Teachers' self-efficacy beliefs towards online teaching during 2021-2022 Academic Year. As in all around the world, the temporary shift from face-to-face teaching into online teaching has taken place in our country due to an emergent situation which is Covid-19. Within this period, a need emerged to examine English language teachers' self-efficacy beliefs for online teaching. In this study, the necessary data were collected through a Personal Information Form and The Michigan Nurse Educators Sense of Efficacy for Online Teaching Scale. Four sub-dimensions concerning online teaching self-efficacy beliefs are investigated, i.e., efficacy in student engagement, efficacy in instructional strategies, efficacy in classroom management, efficacy in use of computers. Each sub-dimension is consisted of 8 items, which makes 32 items in total. The responses, which were provided from 270 state school English language teachers employed in elementary, secondary, and high schools in Gaziantep province- Turkey, were analysed referring to some variables such as age, gender, teaching experience, major of graduation, school type, online teaching experience, online courses taught, student participation and trainings received. The analyzed results were provided with tables. The results present that English language teachers have a moderate level of online teaching self-efficacy beliefs. Depending on the findings, self-efficacy belief level of teachers towards online teaching may remain static when they are taken shape. However, trainings may change this condition helping teachers be aware of online teaching competences and their online teaching self-efficacy beliefs. Therefore, teachers should be assisted with trainings concerning online teaching. In conclusion, recommendations were provided based on the results of the study.