The impact of Erasmus+ on self-efficacy of English language teachers

Abstract

The study aimed to investigate if Erasmus+ program made a significant change in the self-efficacy perceptions of English language teachers. A descriptive correlational design was used in this study. To collect data, a self- efficacy scale was administered to 202 English teachers from various countries, 82 of whom participated in the Erasmus+ program. The data was analyzed through Statistical Package for Social Sciences (SPSS) 23.0. Independent sample t-test was performed to calculate and compare any potential variations in means between the groups. Based on the test results, it was found out that there was no discernible difference between the teachers that took part in an Erasmus+ program and those that did not. This might imply that the Erasmus+ program had no impact on the self-efficacy of English language teachers. Similarly, in the factors of the scale, such as student engagement, instructional strategies and classroom management, no significant difference was revealed between the groups. Taken together, these results suggest that Erasmus+ offers teacher candidates a fantastic opportunity for an international education and personal development, but it does not appear to be a predictor of strong self-efficacy in their teaching profession.