This article reports on a study that explored the relationship between reflective teaching and teachers’ self-efficacy beliefs. Two questionnaires, the English Language Teaching Reflection Inventory (Akbari, Behzadpoor, & Dadvand, 2010) and Teachers’ Efficacy Beliefs System-Self (TEBS-Self) (Dellinger, Bobbett, Olivier, & Ellett, 2008), were distributed among 225 Iranian EFL (English as a Foreign Language) teachers. Pearson product-moment correlation analysis showed a significant positive relationship between the general factors of teacher reflectiveness and self-efficacy. Standard multiple regression identified Efficacy for Learner Engagement as the only predictor of teacher reflectiveness and Meta-Cognitive Reflection as the only predictor of teacher self-efficacy. Finally, the interconnections between the components of the two constructs were investigated using Structural Equation Modelling. While most of the components of both variables were significantly interrelated, some were not, and Cognitive Reflection and Efficacy for Classroom Management had a negative relationship. The results are discussed in light of the literature, and suggestions for further research are presented.
& Abednia, A.
Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching EFL In Iran.
Australian Journal of Teacher Education, 41(9).