Research Article
Gender and EFL Student Teachers‘ Self-Efficacy
@INPROCEEDINGS{10.4108/eai.27-4-2019.2285289, author={Fitri Budi Suryani and Rismiyanto Rismiyanto}, title={Gender and EFL Student Teachers‘ Self-Efficacy}, proceedings={Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia}, publisher={EAI}, proceedings_a={ELLIC}, year={2019}, month={7}, keywords={self-efficacy efl student teacher gender}, doi={10.4108/eai.27-4-2019.2285289} }- Fitri Budi Suryani
Rismiyanto Rismiyanto
Year: 2019
Gender and EFL Student Teachers‘ Self-Efficacy
ELLIC
EAI
DOI: 10.4108/eai.27-4-2019.2285289
Abstract
Teachers’ self-efficacy plays a significant role in determining the success or failure of teaching. The higher teachers’ self-efficacy, the more successful the outcome of their teaching. Some studies reveal that teachers with high self-efficacy produce better students. Furthermore, they feel more satisfied with their jobs of teaching. However, few studies on self-efficacy are conducted with EFL student teachers. In fact, EFL student teachers will be EFL teachers in the future whose self-efficacy will lead them to be what kind of teachers they will be. This study aims at exploring the effects of gender on the self-effficacy of the EFL student teachers at the English Education Department of Universitas Muria Kudus. The participants of the study were the fifth-semester EFL student teachers. The instrument to collect the data is Teachers’ Sense of Efficacy Scale developed by Tschannen-Moran and Woolfolk (2001). The result indicates that gender does not influence self-efficacy of EFL student teachers.