Japanese high school English teachers' self-Efficacy beliefs about teaching English
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Gene Thompson Thesis (PDF 10MB) |
Description
This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified five dimensions of teacher efficacy beliefs related to student achievement, English capability, communicative teaching, collective collaboration, and workload regulation. Findings indicate that contextual and personal factors influence JTE self-efficacy for teaching beliefs, and suggest that social persuasion (i.e., a source of efficacy beliefs) may be a stronger influence on the development of teacher efficacy beliefs in the Japanese context.
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| ID Code: | 99500 |
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| Item Type: | QUT Thesis (PhD) |
| Supervisor: | Woodman, Karen, Dooley, Karen, & Spooner-Lane, Rebecca S. |
| Additional Information: | Recipient of the 2016 Outstanding Doctoral Thesis Award |
| Keywords: | teacher efficacy, self-efficacy, teacher cognition, teaching English as a foreign language (TEFL), Japanese high school education, survey design, expert panel, translation, TESOL, teacher beliefs, ODTA |
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Past > Schools > School of Cultural & Professional Learning Current > Schools > School of Teacher Education & Leadership |
| Institution: | Queensland University of Technology |
| Deposited On: | 18 Oct 2016 03:09 |
| Last Modified: | 10 Sep 2017 14:41 |
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