Self-efficacy beliefs of English foreign language teachers during Covid-19 pandemic in Turkey

This quantitative study examined the self-efficacy beliefs of Turkish EFL teachers within the framework of the COVID-19 process. The research population includes 187 teachers, 81 males, and 106 females, who work in Adiyaman during the 2021–2022 academic year. In this study, the "Teachers' Sense of Effectiveness Scale" (TSES) developed by Moran and Hoy (2001) was used as a data collection tool. The Turkish version of the scale which was translated by Capa et al. (2005) was utilized in this study. The measure consists of three aspects to assess EFL teachers' self-efficacy in communication with students, teaching strategies, and classroom management during the COVID-19 pandemic. The scale reveals self-efficacy beliefs in the COVID-19 pandemic process based on the demographic information provided by the participants: a) gender, b) marital status, c) grade of students d) type of school e) professional seniority, f) the number of students, g) the number of weekly classes hours, and h) professional publications, and books read. According to the study, in both overall self-efficacy and its subdimensions, the results indicate that teachers' self-efficacy beliefs were about the average. During the period of the COVID-19 pandemic, the self-efficacy levels of single EFL teachers participating in the research were statistically significantly higher than those of married EFL teachers. All measures of self-efficacy, including self-efficacy in teaching methods, self-efficacy in classroom management, and total self-efficacy, were statistically significantly higher among EFL teachers in the private school who took part in the study than among EFL teachers in the public school. Also, it was found that the self-efficacy levels and total self-efficacy of EFL teachers who read 3-4 or 4+ more publications/books were significantly higher than those who do not read regularly or read 1-2 books per month.