Relationship among English language self efficacy, academic achievement and goal orientation of English as foreign language (Efl) pre-service teachers

Motivation underlies the successful implementation of training activities for education. From this viewpoint, investigation of the relationships among English self efficacy, teacher goal orientation and academic achievement can be noteworthy. This study aims to reveal the relationships among pre-service EFL teachers' English self efficacy, teacher goal orientations and academic achievements. The study is a correlational study, uncovering possible relationships among variables (Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz & Demirel, 2014). Participants of the research are second, third and fourth grade pre-service EFL teachers of Dokuz Eylül University ELT department. The sample of research was chosen with reference to stratified random sampling (Christensen, Turner & Johnson, 2011). Questionnaire of English Self Efficacy (Wang, Kim, Bong & Ahn, 2013) and Teachers' Goal Orientation Questionnaire, (Nitsche, Dickhäuser, Fasching, & Dresel, 2011) were used as data collection tool. According to results, there are positive correlations between English self efficacy and teacher goal orientation, English self efficacy and academic achievement, academic achievement and goal orientations. The study reveals that English self efficacy shows significant differences among participants' grades, however, there is no significant difference for teacher goal orientation. Finally, research results show that English self efficacy and teacher goal orientations do not show significant differences, in contrast, academic achievement shows significant difference in terms of gender. Keywords: Academic Achievement, English Self Efficacy, Goal Orientation, Self Efficacy, Teacher Goal Orientation.