earticle

영어

This study investigated the dimensions of teacher efficacy beliefs specific to English teachers. The subjects in this study were middle and high school teachers whose schools were located either in rural areas or cities. With the application with component factor analysis technique, it was found that English teacher-specific efficacy beliefs consisted of ‘Teaching Improvement’, ‘Classroom Management’, ‘Confidence in English’, and ‘Concerns for Student Affect’. Goodness-of-fit indexes calculated through confirmatory factor analysis indicated that the factor structure was acceptable. The results of this study suggest that inservice teachers as well as preservice teachers should be trained to hold a high degree of English competence, to be able to apply communication-based activities with ease, to recognize the importance of affective variables in learning a language, and to handle disciplinary issues effectively.