A Profile of pre - service and in - service EFL teachers' self-efficacy beliefs

The present study aims to investigate pre-service and in-service EFL teachers' levels of self- efficacy beliefs in terms of instructional strategies, student engagement and classroom management in a Turkish context and examine and figure out the correlations, similarities and differences between the target groups of participants taking into account teachers' demographic characteristics. To achieve this, a teacher questionnaire has been administered to the pre-service EFL teachers studying in English Language Teaching Department of Akdeniz University, Education Faculty and in-service EFL teachers working in various primary or elementary schools in Antalya. Findings indicate that self-efficacy beliefs of in-service EFL teachers and pre-service EFL teachers are relatively high. The subscales of the questionnaire have shown in-depth findings related to self-efficacy beliefs in the instructional strategies, classroom management and student engagement. In-service teachers have more positive results in their self-efficacy beliefs for instructional strategies they use. However, pre-service teachers have been shown to feel more efficacious in student engagement. On the other hand, it has been revealed that there was not a significant difference in both group's efficacy beliefs in terms of efficacy beliefs in classroom management. In conclusion, marked tendencies of EFL teachers' efficacy beliefs have been identified.