A SELF EFFICACIOUS TESOL PROFESSIONAL IN THE ARABIAN GULF EVIDENCE FROM THE LITERATURE

http://dx.doi.org/10.31703/grr.2019(IV-III).32      10.31703/grr.2019(IV-III).32      Published : Sep 3
Authored by : ArshadAliKhan , HussainAhmad , SayyedRashidAli Shah

32 Pages : 283-292

References

  • Akbari, R. (2007). Reflection on reflection: a critical appraisal of reflective practice in L2teacher education. System, (35), 192-207.
  • Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86-95.
  • Andrews, S. J. (2003). Teacher language awareness and the professional knowledge base of the L2 teacher. Language Awareness, (12)2, 81-95.
  • Ashton, P.T., & Webb, R.B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
  • Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacherdevelopment, 11(2), 203-219.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, (84), 191-215.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
  • Bandura, A. (1982). The assessment and predictive generality of self-percepts of efficacy. Journal of behavior therapy and experimental psychiatry, 13(3), 195-199.
  • Bandura, A. (1994). Self-efficacy. Encyclopedia of human behavior. (4), 71-81.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26
  • Bandura, A. (2002). social cognitive theory in cultural context. Journal of Applied Psychology: An international Review, (51), 269-290.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307- 337.
  • Berman, P., McLaughlin, M. W., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change, Factors affecting implementation and continuation. Santa Monica, Calif.: The Rand Corporation. (ERIC Document Reproduction Service No. 140 432).
  • Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 26(4), 519-539
  • Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 43(5), 485-499.
  • Campbell, J., (1996). A comparison of teacher efficacy for pre and in-service teachers in Scotland and America. Education, (117), 2-11.
  • Chacon, C. T. (2005). Teachers' perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272.
  • Chong, W. H., Klassen, R. M., Huan, V. S., Wong, I., & Kates, A. D. (2010). The relationships among school types, teacher efficacy beliefs, and academic climate: Perspective from Asian middle schools. The Journal of Educational Research, 103(3), 183-190
  • Clayson, D. & Sheffet, M. (2006). Personality and the student evaluation of teaching. Journal of Marketing Evaluation, (28), 149-160.
  • Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. The Journal ofexperimental education, 60(4), 323-337.
  • Crandall, J. (1999). Aligning teacher education with teaching. TESOL Matters, 9(3), 1-21.
  • Devos, C., Dupriez, V., & Paquay, L. (2012). Does the social working environment predict beginning teachers' self-efficacy and feelings of depression?. Teaching and Teacher Education, 28(2), 206-217.
  • Eslami, Z. R., & Fatahi, A. (2008). Teachers' Sense of Self-Efficacy, English Proficiency, andInstructional Strategies: A Study of Nonnative EFL Teachers in Iran. TESL-EJ, 11(4), n4.
  • Eun, B., & Heining-Boynton, A. L. (2007). Impact of an English-as-a-second-language professional development program. The journal of educational research, 101(1), 36-49.
  • Evans, E. D., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers. The Journal of Educational Research, 80(2), 81 85.
  • Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Lang. Teach. (35), 1 -13.
  • Fritz, J. J., Miller-Heyl, J., Kreutzer, J. C., & MacPhee, D. (1995). Fostering personal teaching efficacy through staff development and classroom activities. The Journal of Educational Research, 88(4), 200-208.
  • Gardner, R.C. (1985). Social Psychology and Second Language Learning. The role of attitude and motivation in Second Language Learning. London: Edward Arnold.
  • Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher education, 13(4), 451-458.
  • Ghasemboland, F., & Hashim, F. B. (2013). Teachers' self-efficacy beliefs and their English language proficiency: A study of nonnative EFL teachers in selected language centers. Procedia-Social and Behavioral Sciences, 103, 890-899.
  • Gibson, S., & Demo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology,76(4),256- 582.
  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
  • Gunning, A., & Mensah, F. (2011). Preservice elementary teachers' development of self-efficacy and confidence to teach science: A case study. Journal of Science Teacher Education, 22(2), 171-185. doi:10.1007/s10972-010-9198-8
  • Guo, Y., Connor, C. M., Yang, Y., Roehrig, A. D., & Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders' literacy outcomes. The Elementary School Journal, 113(1), 3-24.
  • Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers' self-efficacy. Teaching and Teacher Education, 27(5), 961-968.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation ofinstructional innovation. Teaching and Teacher Education, (4), 63-69.
  • Halliday, J. (1998). Technicism, reflective practice and authenticity in teacher education. Teaching and Teacher Education, (14), 579-605.
  • Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher education, 17(7), 819-836.
  • Henson, R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37(3), 137-150.
  • Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343 356.
  • Hillocks, G. (1999). Ways of thinking, ways of teaching. New York: Teachers College Press. Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American educational research journal, 27(2), 279-300.
  • Ishihara, A., & Lazarton, N. (2005). Understanding second language teacher practice microanalysis and self-reflection: A collaborative case study. The Modern Language Journal, 89, 529-542.
  • Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3), 741.
  • Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise?. Educational psychology review, 23(1), 21-43.
  • Kumaradavadivelu, B. (2006). TESOL Methods: Changing tracks, challenging trends. TESOL Quarterly, (40), 59-81.
  • Lafayette, R. C. (1993). Subject matter content: what every foreign language teacher needs to know. In G. Gunterman (Ed.), Developing language teachers for a changing world (124 158). Chicago: National Textbook Company.
  • Lee, J.A. (2009). Teachers' sense of efficacy in teaching English, perceived English language proficiency, and attitudes towards the English language: A case of Korean public elementary school teachers. Unpublished PhD dissertation. The Ohio State University, USA.
  • Locke, T., & Dix, S. (2011). Found in translation: What secondary-school teachers discover when they translate their own writing project practices into their classrooms. In The United Kingdom Literacy Association (UKLA) 47th International Conference Proceedings. Conference held at University of Chester, England.
  • Li, D. (1998). ''It's always more difficult than you plan and imagine'': teachers' perceived difficulties in introducing the Communicative Approach in South Korea. TESOL Quarterly, 32(4), 677-703
  • Mann, S. (2005). The language teacher's development. Language teaching, 38(3), 103-118.
  • Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
  • Milner, H. R., & Hoy, A. W. (2003). A case study of an African American teacher's self-efficacy, stereotype threat, and persistence. Teaching and teacher Education, 19(2), 263-76.
  • Mojavezi, A., & Tamiz, M. P. (2012). The Impact of Teacher Self-efficacy on the Students' Motivation and Achievement. Theory & Practice in Language Studies, 2(3).
  • Moseley, C., Reinke, K., & Bookout, V. (2003). The effect of teaching outdoor environmental education on elementary preservice teachers' self-efficacy. Journal of Elementary Science Education, 15(1), 1- 14. doi:10.1007/BF03174740
  • Moradkhani, S. (2009). The effect of novice English teachers' self-efficacy and academic degree on students' achievement. Unpublished master's thesis). Tarbiat Modares University, Tehran, Iran.
  • Muijs, D., & Reynolds, D. (2001). Being or doing: The role of teacher behaviors and beliefs in school and teacher effectiveness in mathematics, a SEM analysis. In annual meeting of the American Educational Research Association, Seattle, WA.
  • Mullock, B. (2006). The pedagogical knowledge base of four TESOL teachers. The modern language journal, 90(1), 48-66.
  • Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing selfefficacy. Teaching and Teacher Education, 17(2), 243-261.
  • Nauta, M. (2004). Self-efficacy as a mediator of the relationships between personality factors and career interest. Journal of Career Assessment, (12), 381-394.
  • O'Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre service teachers' perceived preparedness or confidence?. Teaching and teacher education, 28(8), 1131-1143.
  • Pajares, F. (1992). Teachers' beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Pajares, F. (1997). Current directions in self-efficacy research. Advances in motivation and achievement, 10(149), 1-49.
  • Palmer DH 2006. Sources of self-efficacy in a science methods course for primary teachereducation students. Research in Science Education, 36(4):337-353. doi: 10.1007/s11165005-9007-0
  • Paneque, O. M., & Barbetta, P. M. (2006). A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal, 30(1), 171-193.
  • Pintrich, P. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95 (4), 667-686.
  • Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers' perceptions. Educational Psychology, 27(2), 191-218.
  • Ramey-Gassert, L., Shroyer, M. G., & Staver, J. R. (1996). A qualitative study of factorsinfluencing science teaching self-efficacy of elementary level teachers. Science Education, 80(3), 283-315.
  • Richards, E. (2002). Positioning the elementary core French teacher: An investigation of workplace marginality (Unpublished doctoral dissertation). Retrieved from ProQuest, UMI Dissertations. (NQ69245)
  • Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student motivation. Canadian Journal of Education, (17), 185-190.
  • Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The journal of educational research, 101(1), 50-60.
  • Sabokrouh, F. & Barimani-Varandi, S. (2013). The effect of EFL teachers' attitude towards English language and English language proficiency on their sense of efficacy. Journal of Advances in English Language Teaching, 1(4), 117-125.
  • Shim, J.W. (2001). The efficacy beliefs of Korean teachers of English as a foreign language.Unpublished doctoral dissertation. The Ohio State University, Columbus, Ohio.
  • Siwatu, K. O. (2011). Preservice teachers' culturally responsive teaching self-efficacy-formingexperiences: A mixed methods study. The Journal of Educational Research, 104(5), 360 369.
  • Skaalvik, S., & Skaalvik, E. M. (2004). Gender differences in math and verbal self-concept,performance expectations, and motivation. Sex roles, 50(3-4), 241-252.
  • Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of educational psychology, 99(3), 611.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069.
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  • Akbari, R. (2007). Reflection on reflection: a critical appraisal of reflective practice in L2teacher education. System, (35), 192-207.
  • Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86-95.
  • Andrews, S. J. (2003). Teacher language awareness and the professional knowledge base of the L2 teacher. Language Awareness, (12)2, 81-95.
  • Ashton, P.T., & Webb, R.B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
  • Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacherdevelopment, 11(2), 203-219.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, (84), 191-215.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
  • Bandura, A. (1982). The assessment and predictive generality of self-percepts of efficacy. Journal of behavior therapy and experimental psychiatry, 13(3), 195-199.
  • Bandura, A. (1994). Self-efficacy. Encyclopedia of human behavior. (4), 71-81.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26
  • Bandura, A. (2002). social cognitive theory in cultural context. Journal of Applied Psychology: An international Review, (51), 269-290.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307- 337.
  • Berman, P., McLaughlin, M. W., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change, Factors affecting implementation and continuation. Santa Monica, Calif.: The Rand Corporation. (ERIC Document Reproduction Service No. 140 432).
  • Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 26(4), 519-539
  • Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 43(5), 485-499.
  • Campbell, J., (1996). A comparison of teacher efficacy for pre and in-service teachers in Scotland and America. Education, (117), 2-11.
  • Chacon, C. T. (2005). Teachers' perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272.
  • Chong, W. H., Klassen, R. M., Huan, V. S., Wong, I., & Kates, A. D. (2010). The relationships among school types, teacher efficacy beliefs, and academic climate: Perspective from Asian middle schools. The Journal of Educational Research, 103(3), 183-190
  • Clayson, D. & Sheffet, M. (2006). Personality and the student evaluation of teaching. Journal of Marketing Evaluation, (28), 149-160.
  • Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. The Journal ofexperimental education, 60(4), 323-337.
  • Crandall, J. (1999). Aligning teacher education with teaching. TESOL Matters, 9(3), 1-21.
  • Devos, C., Dupriez, V., & Paquay, L. (2012). Does the social working environment predict beginning teachers' self-efficacy and feelings of depression?. Teaching and Teacher Education, 28(2), 206-217.
  • Eslami, Z. R., & Fatahi, A. (2008). Teachers' Sense of Self-Efficacy, English Proficiency, andInstructional Strategies: A Study of Nonnative EFL Teachers in Iran. TESL-EJ, 11(4), n4.
  • Eun, B., & Heining-Boynton, A. L. (2007). Impact of an English-as-a-second-language professional development program. The journal of educational research, 101(1), 36-49.
  • Evans, E. D., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers. The Journal of Educational Research, 80(2), 81 85.
  • Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Lang. Teach. (35), 1 -13.
  • Fritz, J. J., Miller-Heyl, J., Kreutzer, J. C., & MacPhee, D. (1995). Fostering personal teaching efficacy through staff development and classroom activities. The Journal of Educational Research, 88(4), 200-208.
  • Gardner, R.C. (1985). Social Psychology and Second Language Learning. The role of attitude and motivation in Second Language Learning. London: Edward Arnold.
  • Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher education, 13(4), 451-458.
  • Ghasemboland, F., & Hashim, F. B. (2013). Teachers' self-efficacy beliefs and their English language proficiency: A study of nonnative EFL teachers in selected language centers. Procedia-Social and Behavioral Sciences, 103, 890-899.
  • Gibson, S., & Demo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology,76(4),256- 582.
  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
  • Gunning, A., & Mensah, F. (2011). Preservice elementary teachers' development of self-efficacy and confidence to teach science: A case study. Journal of Science Teacher Education, 22(2), 171-185. doi:10.1007/s10972-010-9198-8
  • Guo, Y., Connor, C. M., Yang, Y., Roehrig, A. D., & Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders' literacy outcomes. The Elementary School Journal, 113(1), 3-24.
  • Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers' self-efficacy. Teaching and Teacher Education, 27(5), 961-968.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation ofinstructional innovation. Teaching and Teacher Education, (4), 63-69.
  • Halliday, J. (1998). Technicism, reflective practice and authenticity in teacher education. Teaching and Teacher Education, (14), 579-605.
  • Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher education, 17(7), 819-836.
  • Henson, R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37(3), 137-150.
  • Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343 356.
  • Hillocks, G. (1999). Ways of thinking, ways of teaching. New York: Teachers College Press. Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American educational research journal, 27(2), 279-300.
  • Ishihara, A., & Lazarton, N. (2005). Understanding second language teacher practice microanalysis and self-reflection: A collaborative case study. The Modern Language Journal, 89, 529-542.
  • Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3), 741.
  • Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise?. Educational psychology review, 23(1), 21-43.
  • Kumaradavadivelu, B. (2006). TESOL Methods: Changing tracks, challenging trends. TESOL Quarterly, (40), 59-81.
  • Lafayette, R. C. (1993). Subject matter content: what every foreign language teacher needs to know. In G. Gunterman (Ed.), Developing language teachers for a changing world (124 158). Chicago: National Textbook Company.
  • Lee, J.A. (2009). Teachers' sense of efficacy in teaching English, perceived English language proficiency, and attitudes towards the English language: A case of Korean public elementary school teachers. Unpublished PhD dissertation. The Ohio State University, USA.
  • Locke, T., & Dix, S. (2011). Found in translation: What secondary-school teachers discover when they translate their own writing project practices into their classrooms. In The United Kingdom Literacy Association (UKLA) 47th International Conference Proceedings. Conference held at University of Chester, England.
  • Li, D. (1998). ''It's always more difficult than you plan and imagine'': teachers' perceived difficulties in introducing the Communicative Approach in South Korea. TESOL Quarterly, 32(4), 677-703
  • Mann, S. (2005). The language teacher's development. Language teaching, 38(3), 103-118.
  • Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
  • Milner, H. R., & Hoy, A. W. (2003). A case study of an African American teacher's self-efficacy, stereotype threat, and persistence. Teaching and teacher Education, 19(2), 263-76.
  • Mojavezi, A., & Tamiz, M. P. (2012). The Impact of Teacher Self-efficacy on the Students' Motivation and Achievement. Theory & Practice in Language Studies, 2(3).
  • Moseley, C., Reinke, K., & Bookout, V. (2003). The effect of teaching outdoor environmental education on elementary preservice teachers' self-efficacy. Journal of Elementary Science Education, 15(1), 1- 14. doi:10.1007/BF03174740
  • Moradkhani, S. (2009). The effect of novice English teachers' self-efficacy and academic degree on students' achievement. Unpublished master's thesis). Tarbiat Modares University, Tehran, Iran.
  • Muijs, D., & Reynolds, D. (2001). Being or doing: The role of teacher behaviors and beliefs in school and teacher effectiveness in mathematics, a SEM analysis. In annual meeting of the American Educational Research Association, Seattle, WA.
  • Mullock, B. (2006). The pedagogical knowledge base of four TESOL teachers. The modern language journal, 90(1), 48-66.
  • Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing selfefficacy. Teaching and Teacher Education, 17(2), 243-261.
  • Nauta, M. (2004). Self-efficacy as a mediator of the relationships between personality factors and career interest. Journal of Career Assessment, (12), 381-394.
  • O'Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre service teachers' perceived preparedness or confidence?. Teaching and teacher education, 28(8), 1131-1143.
  • Pajares, F. (1992). Teachers' beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Pajares, F. (1997). Current directions in self-efficacy research. Advances in motivation and achievement, 10(149), 1-49.
  • Palmer DH 2006. Sources of self-efficacy in a science methods course for primary teachereducation students. Research in Science Education, 36(4):337-353. doi: 10.1007/s11165005-9007-0
  • Paneque, O. M., & Barbetta, P. M. (2006). A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal, 30(1), 171-193.
  • Pintrich, P. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95 (4), 667-686.
  • Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers' perceptions. Educational Psychology, 27(2), 191-218.
  • Ramey-Gassert, L., Shroyer, M. G., & Staver, J. R. (1996). A qualitative study of factorsinfluencing science teaching self-efficacy of elementary level teachers. Science Education, 80(3), 283-315.
  • Richards, E. (2002). Positioning the elementary core French teacher: An investigation of workplace marginality (Unpublished doctoral dissertation). Retrieved from ProQuest, UMI Dissertations. (NQ69245)
  • Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student motivation. Canadian Journal of Education, (17), 185-190.
  • Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The journal of educational research, 101(1), 50-60.
  • Sabokrouh, F. & Barimani-Varandi, S. (2013). The effect of EFL teachers' attitude towards English language and English language proficiency on their sense of efficacy. Journal of Advances in English Language Teaching, 1(4), 117-125.
  • Shim, J.W. (2001). The efficacy beliefs of Korean teachers of English as a foreign language.Unpublished doctoral dissertation. The Ohio State University, Columbus, Ohio.
  • Siwatu, K. O. (2011). Preservice teachers' culturally responsive teaching self-efficacy-formingexperiences: A mixed methods study. The Journal of Educational Research, 104(5), 360 369.
  • Skaalvik, S., & Skaalvik, E. M. (2004). Gender differences in math and verbal self-concept,performance expectations, and motivation. Sex roles, 50(3-4), 241-252.
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Cite this article

    APA : Khan, A. A., Ahmad, H., & Shah, S. R. A. (2019). A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature. Global Regional Review, IV(III), 283-292. https://doi.org/10.31703/grr.2019(IV-III).32
    CHICAGO : Khan, Arshad Ali, Hussain Ahmad, and Sayyed Rashid Ali Shah. 2019. "A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature." Global Regional Review, IV (III): 283-292 doi: 10.31703/grr.2019(IV-III).32
    HARVARD : KHAN, A. A., AHMAD, H. & SHAH, S. R. A. 2019. A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature. Global Regional Review, IV, 283-292.
    MHRA : Khan, Arshad Ali, Hussain Ahmad, and Sayyed Rashid Ali Shah. 2019. "A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature." Global Regional Review, IV: 283-292
    MLA : Khan, Arshad Ali, Hussain Ahmad, and Sayyed Rashid Ali Shah. "A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature." Global Regional Review, IV.III (2019): 283-292 Print.
    OXFORD : Khan, Arshad Ali, Ahmad, Hussain, and Shah, Sayyed Rashid Ali (2019), "A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature", Global Regional Review, IV (III), 283-292
    TURABIAN : Khan, Arshad Ali, Hussain Ahmad, and Sayyed Rashid Ali Shah. "A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature." Global Regional Review IV, no. III (2019): 283-292. https://doi.org/10.31703/grr.2019(IV-III).32