Self-efficacy perceptions of non-native English speaking teachers of English as a foreign language

Global changes inevitably affect languages because languages are the main factor that provides communication between people. As a result of global changes over the years, English has been accepted as a world language. With this, learning and teaching English has become necessary to adapt to the developments all around the world. The study examines the self-efficacy perceptions of non-native English speaking teachers (NNESTs) of English as a Foreign Language (EFL) in Turkey and how their anxiety about their experience affects their teaching skills. In this study, the concurrent embedded mixed design was used. The quantitative data were collected from 125 NNESTs in Turkey during the 2021-2022 academic year. For qualitative data in the study, 20 English teachers working in Turkey were included in the study group in the 2021-2022 academic year. Descriptive and differential statistics were used in quantitative data analysis; the descriptive analysis technique was used for qualitative data analysis. As a result of the study, it was concluded that the teachers' self-efficacy perceptions were at a medium level. The study concluded that male teachers' self-efficacy perceptions were higher than female teachers. The study determined that the self-efficacy perceptions of English teachers did not differ significantly according to their state of being abroad, education level, age range, a teaching degree, and teaching experience. This study contains several implications for NNESTs.