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Jusak Patty
Universitas Pattimura
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Journal : PREMISE: Journal of English Education and Applied Linguistics

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EFL IN-SERVICE TEACHERS' EFFICACY BELIEFS: FINDINGS FROM AN UNDERDEVELOPED INDONESIAN CONTEXT Loppies, Hellien Jequelin; Patty, Jusak
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.10939

Abstract

Numerous studies have significantly highlighted the importance of exploring English as a foreign language (EFL) teachers' efficacy belief in different contexts. Nevertheless, examining teachers' capability to take action in underdeveloped settings where constrained circumstances may hinder them from undertaking necessary actions for better student achievement is scarce to date. This mixed-methods study then investigated the self-efficacy beliefs of Indonesian EFL in-service teachers in the underdeveloped region of Maluku province. This study explored how teachers perceived self-efficacy influenced their pedagogical content knowledge (PCK) and instructional practices in this resource-constrained context. Data were collected from 39 teachers through the English Language Teachers' Efficacy Beliefs Questionnaire and semi-structured interviews. The findings revealed moderate levels of self-efficacy across domains like teaching knowledge, ethics, classroom management, instructional strategies, student engagement, and evaluation. Teachers faced challenges in providing effective language models, seeking professional development, and catering to diverse learner needs. Their self-efficacy beliefs shaped approaches to curriculum implementation, understanding learners, instructional delivery, and classroom practices. The underdeveloped context likely contributed to moderate self-efficacy due to limited resources and student diversity. Strengthening teacher education programs emphasizing self-efficacy, PCK, and evidence-based practices and establishing supportive professional learning communities could enhance teachers' effectiveness in fostering positive learning environments and improving English education quality in underdeveloped regions. These findings imply that targeted interventions that enhance teacher self-efficacy could be crucial in improving educational outcomes in resource-constrained settings like Maluku.
Co-Authors Anaktototy, Karolis Binnendyk, Sophia Cindy Itamar Latuihamallo Faneshya Mariana Bilung Faresi, Gilang Muhammad Fajri Ferdinandus, Marcy Saartje Hanafi Bilmona Hattu , Aldo Hiariej, Chrissanty Hukom, Salmon James Jamil , Asmi Jeny Lekatompessy Karolis Anaktototy Kelirey , Abu Kasim Laratmase, Antonia Junianty Latuheru , Henry Lekatompessy, Felicia Lekatompessy, Felicia Miranda Lekatompessy, Jeny Libreck F. A. Noija Liya, Ade Loppies, Hellien Jequelin Malessy, Gidalthy Matatula, Marles Yohannis Meyer, Herman Monica Monica, Monica Namkatu, Vilia Marhamah Ngadjen, Syahdania Aini Nuril Huda Nussy, Wenssy Steva Rijoly, Helena Magdalena Rosina F. J. Lekawael Samuel Kubela Sarif, Annisa Fatiha Sjeddie Watung Stella Rose Que Stella Rose Que Stella Rose Que Tanasale , Inggrit O. Tupalessy, Pricilia Ulorlo, Yulia Josina YUDHA, MUHAMMAD