Yükseköğretim kurumlarında yabancı dil olarak İngilizce öğreten, anadili İngilizce olan ve olmayan öğretim elemanlarının yabancı dil öğretme kaygısı ve öz-yeterlik algıları

This quantitative study investigated the foreign language teaching anxiety and teacher self-efficacy perceptions of 53 native and 180 non-native teachers of English as a foreign language (EFL) in Turkish universities. The findings revealed low levels of anxiety and high levels of teacher self-efficacy among the participants. A weak to moderate negative correlation was found between the two constructs. Non-native teachers had significantly higher FL teaching anxiety than the natives; however, no significant difference was found in their perceived teacher self-efficacy. Female participants in both groups had significantly higher levels of anxiety and teacher self-efficacy than the males. No other significant result was observed among the natives. However, significant differences in anxiety among the non-native participants were found in terms of age, major, and years of experience. Similarly, significant differences in teacher self-efficacy were observed in terms of major, years of experience, and students' proficiency levels of the non-natives. Qualifications and last completed degree made no significant difference in anxiety or self-efficacy perceptions of native and non-native teachers.