Abstract
The main objective of this article is to study self-sufficiency level of foreign language teachers in Foreign Languages High School of Kyrgyzstan-Turkey Manas University (KTMU). In this regard the significance of age, gender and nationality on self- efficacy is investigated. This study was conducted with the participation of Turkish, Kyrgyz, Russian and English teachers (citizens of Kyrgyzstan and Turkey) of High School of Foreign Languages, working in fall semester of 2011-2012 academic years. The total number of respondent is 110. The data obtained through Ohio Teacher Efficacy Scale (2001), which is frequently used in teacher competence researches, was analyzed by multivariate statistical techniques. As a result of the research, it was found that there are statistically significant differences between self-efficacy levels of faculty members and according to variables like age and nationality. This finding draws attention to differences in experience and cultural trends; shows that instructional (teaching) self-efficacy depends not only on absolute cognitive differences, but also on the cultural differences shaping the social approval mechanism.
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