Perceived Self-Efficacy of Thai Secondary School English Teachers

บทความในวารสาร

ผู้เขียน/บรรณาธิการ

กลุ่มสาขาการวิจัยเชิงกลยุทธ์

ไม่พบข้อมูลที่เกี่ยวข้อง

รายละเอียดสำหรับงานพิมพ์

รายชื่อผู้แต่ง: Srisopha, R.;Saengsri, P.

ปีที่เผยแพร่ (ค.ศ.): 2015

วารสาร: rEFLections (1513-5934)

Issue number: 20

หน้าแรก: 19

หน้าสุดท้าย: 30

นอก: 1513-5934

URL: http://sola.kmutt.ac.th/homesola/wp-content/uploads/2017/02/rEFLections-V.20.pdf

บทคัดย่อ

Effectiveness of learning and teaching may be influenced by many factors fromeither students themselves or teachers. For teachers, one of the factors for theireffective teaching may lie in their belief of their own ability to succeed in teaching,which can be referred to as self-efficacy. This survey study attempted to examineteachers’ self-efficacy level among Thai secondary school teachers and whethertheir school setting affected this self-efficacy. The subjects were 30 English teacherswho currently teaching at Thai secondary schools: 15 teachers are from Bangkokand the other 15 from other provinces. The findings indicated that globally theparticipating teachers have moderate level of self-efficacy (Mean=6.47). Furtherobservation was made on the differences among the three sub-scales of self-efficacy.The result showed that teachers’ self-efficacy in instructional strategies (Mean=6.64)was the highest followed by self-efficacy in classroom management (Mean=6.51)and in student engagement (Mean=6.46). Moreover, when comparing the levelof self-efficacy of teachers from the two settings, it was found that the teachers inprovincial areas display a higher sense of self-efficacy than those in the Bangkok area.

คำสำคัญ

teachers’ sense of self-efficacy, secondary school English teachers, student engagement, instructional strategies, classroom management