Document Type

Article

Publication Date

1-1-2019

Publication Title

The International Education Journal: Comparative Perspectives

Volume

18

Issue

3

First page number:

57

Last page number:

73

Abstract

This study explores the relationships between self-efficacy and observed quality of classroom interactions of EFL teachers in Niger and how they compare to their American counterparts. We collected and analyzed self-efficacy data from 609 EFL teachers using the Teachers’ Sense of Self-efficacy Scale (TSES). In addition, classroom interaction data were collected from 53 Nigerien EFL teachers using the Classroom Assessment Scoring System (CLASS). All the self-efficacy subscales were significantly correlated with the CLASS Instructional Support domain. When we compared the self-efficacy and classroom interactions scores of Nigerien teachers with those of American teachers, a significant difference was only identified in the classroom management scale of TSES. In terms of the CLASS score difference, Nigerien teachers showed significantly higher scores on the Negative Climate and Analysis and Problem-Solving subscales. These findings suggest both teachers’ self-efficacy and the classroom interaction quality may need to be assessed in different ways across the two cultures.

Keywords

Self-Efficacy; Classroom interactions; English as a Foreign Language (EFL); Niger; Teacher education

Disciplines

Bilingual, Multilingual, and Multicultural Education | Teacher Education and Professional Development

File Format

pdf

File Size

391 KB

Language

English

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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