Teacher self-efficacy research in English as a Foreign Language contexts: A systematic review
The Journal of Asia TEFL
School of Education
Teacher self-efficacy beliefs (TSE) are recognised as a key component of successful learning and teaching. However, this construct seems to be under-investigated in the field of language teaching. This systematic review aims to examine the state of English as a foreign language (EFL) TSE research published from 2002 to 2017. Twenty seven studies were included and reviewed in terms of (i) contexts, (ii) participants, (iii) focus, (iv) methodology, and (v) main findings. Results show that a quantitative approach was dominant among the reviewed studies, the majority of which took practicing teachers as their participants. Most of the studies were carried out in Middle Eastern countries, and there was a paucity of TSE research in other EFL contexts. TSE research in the area mainly focused on the influence of different factors on TSE, and correlations between TSE and teacher behaviours and emotion. However, there was a lack of evidence for the impact of EFL teacher self-efficacy on learner outcomes. The review also shows the dearth of TSE scales or research that examines EFL specific teaching tasks. Finally, the review provides some outline of directions for future EFL teacher self-efficacy research.