Iraklı İngilizce öğretmenlerinin iletişimsel dil öğretimine yönelik tutumlarıyla öz-yeterlik inançları arasındaki ilişkinin araştırılması

Communicative Language Teaching (CLT) has become the most common approach widely used to teach English as a foreign language in countries such as Turkey, China, and Iraq. Accordingly, many linguists and researchers have paid attention to this approach, especially teachers' attitudes, since attitude plays a vital role in teachers' behavior. Accordingly, in Iraq, the Ministry of Education has designed its curriculum based on the communicative approach to apply it instead of the grammar-translation method. However, the communicative approach is still not sufficiently implemented by Iraqi teachers in the classrooms. Despite many studies conducted to investigate the difficulties that hinder the implementation of CLT in Iraqi schools, there is a minimal number that investigates teachers' attitudes toward this approach. Therefore, this research investigates the correlation between Iraqi EFL teachers' attitudes about CLT and their self-efficacy beliefs. Moreover, the research aims to measure the level of teachers' attitudes about the CLT approach and their levels of self-efficacy beliefs. Accordingly, 255 teachers were randomly chosen from Iraqi public intermediate, high schools, and secondary schools in Salah Al-din. The participants were required to fill out two scales. The first scale investigates teachers attitiudes toward CLT and involves 24 items. The second scale investigates teachers' self-efficacy beliefs and involves 30 items. Pearson Correlation Coefficient was utilized to analyse the data of the research. The results demonstrated that there is a positive statistically significant difference between teachers' attitudes toward the CLT approach and their self-efficacy beliefs. In addition, the findings showed that the level of teachers' attitudes are moderate, while teachers' self-efficacy beliefs were slightly more than moderate. It can be concluded that there is a significant correlation between teachers' attitudes toward CLT and their efficacy beliefs in terms of teachers' gender, type of school (school for girls/boys), and teachers' work experience.