The Impact of Socioeconomic Status on the Self-Efficacy and English Language Proficiency of English Language Teachers in the Rural Area: A Case of Passara Education Zone in Sri Lanka

Abstract

This paper examines the impact of socioeconomic status, on self-efficacy and English language proficiency among English language teachers in rural areas. The study utilizes a quantitative design with a survey method for data collection. The sample consists of 81 English teachers in rural areas, with a specific focus on the Passara Educational Zone in Sri Lanka. The data were analysed using descriptive statistics and the Partial Least Square Structural Equation Model (PLS-SEM) through SPSS and Smart PLS. The study tested seven hypotheses and four hypotheses were accepted. The results revealed that there is a positive relationship between socioeconomic status and English language proficiency, suggesting that teachers from higher socioeconomic backgrounds tend to have better English language proficiency. Socioeconomic status also influences self-efficacy, as teachers from higher socioeconomic backgrounds exhibit higher confidence and belief in their abilities. Meanwhile, self-efficacy positively affects English language proficiency, indicating that teachers with higher self-efficacy are more likely to demonstrate better English language proficiency. Thus, the study provides empirical evidence to the academic literature by studying the relationship between socioeconomic status, self-efficacy, and English language proficiency among English language teachers in rural areas in Sri Lanka.