Teacher efficacy

Though English Language Teacher Education Programs (ELTEPs) in Yemen offer two technology-related courses for EFL student teachers, they have not rendered a course for CALL as part of their curricula. Therefore, a pioneering initiative of Computer Assisted Language Learning Project (CALLP) was implemented to expose EFL student teachers to CALL concepts and skills. This quasi-experimental study aimed at examining the effect of CALLP on student teachers’ perceived self-efficacy using the EFL student teachers’ technological pedagogical content knowledge (TPACK)-for-EFL self-efficacy survey (known as TPACK-EFL). The study employed a one-group pre-test-post-test design and a mixed-method approach for collecting data from a sample of 400 EFL student teachers in four public universities across the country. The findings revealed that student teachers’ perceived TPACK self-efficacy significantly increased as a result of CALLP. Furthermore, the participants believed that the technology-related courses offered in their ELTEPs were not enough to prepare them well to use CALL in EFL instruction. Therefore, it was recommended that a CALL course should be integrated into ELTEPs to enhance student teachers’ CALL competency and to make them fit to harness CALL while teaching in the digital era.

This study sought to investigate the probable relationships among English as a Foreign Language (EFL) teachers' active/passive motivation, their sense of efficacy, and burnout. To this end, the Active/Passive Motivation Scale (APMS), Teacher’s Sense of Efficacy Scale (TSES), and Maslach Burnout Inventory (MBI) were administered to 245 Iranian EFL teachers. Next, in order to substantiate the construct validity of the APMS, Confirmatory Factor Analysis (CFA) was conducted. Moreover, correlational analyses and Structural Equation Modeling (SEM) were employed to explore the relationships among the variables. The results indicated significant relationships between active/passive motivation and all subconstructs of TSES, between active motivation and all subconstructs of burnout, and between passive motivation and two burnout subscales, namely emotional exhaustion and personal accomplishment. Additionally, while no significant relationship was found between age and the three constructs, the results demonstrated that teaching experience and teacher’s sense of efficacy were positively correlated. Female teachers were also found to be less likely to feel depersonalized. Moreover, mediated by active motivation, teacher efficacy was a significant negative predictor of teacher burnout. Finally, the implications of the study for administrators and teachers were discussed and suggestions were made for further research.