Pre- and In-service Teachers’ Self-Efficacy Beliefs: A Case Study of an English Language Teacher Education Programme in Albania

Abstract

This study explores self-efficacy beliefs of pre- and in-service teachers enrolled at an English language teacher (ELT) education programme in a non-public university in Albania. Self-efficacy was assessed overall and in three dimensions: the use of instructional strategies, student engagement, and classroom management. It also investigates possible relationships between experience in teaching and teacher efficacy beliefs. The 51 participants in the study are all students at the ELT education programme, who are at the same time either pre- or in-service teachers. The data were collected through a teacher efficacy questionnaire delivered via Google forms, and descriptive, comparative, and correlational analyses were performed. The results revealed high rates of the respondents’ overall efficacy perceptions in teaching efficacy and each of its three dimensions. No significant correlation was found between the participants’ teaching experience and their self-efficacy or between their teaching experience and self-efficacy dimensions. Despite limitations, the study has implications for the ELT teacher education programme and suggests future directions for research in the sources of and aspects that influence teacher efficacy beliefs.