The Interface Between EFL Teachers’ Self-Efficacy Concerning Critical Reading Comprehension and Some Select Variables

摘要

In the recent decades individual differences in learning has become important in EFL/ESL classes. Generally, the main concern in EFL/ESL classes is to analyze the students. It is for this reason that most of the studies conducted are about the students. However, in the learning process the prerequisite for the learning process is the teacher/instructor. The individual differences of the instructors play an important role in order to have success in EFL/ESL classes. These individual differences affect the self efficacy levels of the instructors. This study aims to study one of these individual differences: self-efficacy. To narrow down the focus of investigation, this study aimed at exploring the self efficacy level of the EFL instructors in regard to reading and its relation to gender, teaching experience and department of graduation. A group of 50 instructors of English participated in the present study. The Data for the instructors’ self-efficacy were collected through self-efficacy questionnaire on reading. The gender, year of experience, BA graduation department and university are the other variables observed in this study. The results of statistical analyses indicated that there was no difference between the groups in terms of variables.