Research Article
EFL Teachers’ Self-Efficacy and Classroom Management: Perceptions, Practices and Reflections on Professional Learning and Development
Trinh Quoc Lap 
,
Nguyen Thi Hong Lien,
Le Thanh Thao
Article Metrics
Views
633
Downloads
538
Citations
Crossref
2
Lap TQ, Lien NTH, Thao LT. EFL teachers’ self-efficacy and classroom management: Perceptions, practices and reflections on professional learning and development. Eur J Eng Lang Ed. 2022;2(1):1-15. doi: 10.12973/ejels.2.1.1
Lap, T. Q., Lien, N. T. H., & Thao, L. T. (2022). EFL teachers’ self-efficacy and classroom management: Perceptions, practices and reflections on professional learning and development. European Journal of English Language Studies, 2(1), 1-15. https://doi.org/10.12973/ejels.2.1.1
Lap Trinh Quoc, Nguyen Thi Hong Lien, and Le Thanh Thao. "EFL Teachers’ Self-Efficacy and Classroom Management: Perceptions, Practices and Reflections on Professional Learning and Development," European Journal of English Language Studies 2, no. 1 (2022): 1-15. https://doi.org/10.12973/ejels.2.1.1
Lap, TQ Lien, NTH & Thao, L 2022, 'EFL teachers’ self-efficacy and classroom management: Perceptions, practices and reflections on professional learning and development', European Journal of English Language Studies, vol. 2, no. 1, pp. 1-15. Lap, Trinh Quoc et al. "EFL Teachers’ Self-Efficacy and Classroom Management: Perceptions, Practices and Reflections on Professional Learning and Development." European Journal of English Language Studies, vol. 2, no. 1, 2022, pp. 1-15, https://doi.org/10.12973/ejels.2.1.1.
Abstract
This paper reports the findings of an investigation into English as a foreign language (EFL) teachers’ self-efficacy and their classroom management in the context of the Mekong Delta of Vietnam. The paper also aims to find out what makes teachers different in terms of skills in classroom management. The study was designed as a descriptive mixed-methods one, using a questionnaire, focus group interviews, and classroom observations to collect data. Forty-six EFL teachers from three high schools responded to the questionnaire. Twelve got involved in the semi-structured interviews, and six as classroom observed teachers. Two group interviews were conducted with the participation of three vice-principals and three heads of English teams. The results indicated a significant interaction between EFL teachers’ self-efficacy and their classroom management skills. Teachers who own a higher level of self-efficacy showed to manage their classes in a more confident and purposive manner than those with a lower level of self-efficacy. Three main reasons differentiating teachers’ skills in classroom management, including pre-service teacher education, previous attending continuing professional development events, and teacher’s learning autonomy were detected. Case-based teaching, organizational learning, and lesson study are recommended in pre-service teacher education and in-service teacher professional development activities to enhance teachers’ self-efficacy and their classroom management.
Keywords: Classroom management, EFL teachers’ efficacy, interaction, Mekong Delta of Vietnam.
References
Almog, O., & Shechtman, Z. (2007). Teachers’ democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs. European Journal of Special Needs Education, 22(2), 115-129. https://doi.org/10.1080/08856250701267774
Arnon, S., & Reichel, N. (2009). Closed and open-ended question tools in a telephone survey about “the good teacher’’: An example of a mixed method study. Journal of Mixed Methods Research, 3(2), 172-196. https://doi.org/10.1177/1558689808331036
Baker, P. H. (2005). Managing student behaviour: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64. https://www.jstor.org/stable/41064554
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behaviour (Vol. 4, pp. 71-81). Academic Press.
Bandura, A. (1997). The anatomy of stages of change. American Journal of Health Promotion, 12(1), 8-10. https://doi.org/10.4278/0890-1171-12.1.8
Baron-Cohen, S. E., Tager-Flusberg, H. E., & Cohen, D. J. (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience. Oxford University Press.
Brown, J. D., & Coombe, C. (Eds.). (2015). The Cambridge guide to research in language teaching and learning intrinsic eBook. Cambridge University Press.
Bruner, J. (1996). The culture of education. Harvard University Press.
Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95(4), 821-832. https://doi.org/10.1037/0022-0663.95.4.821
Choi, E., & Lee, J. (2018). EFL teachers’ self-efficacy and teaching practices. ELT Journal, 72(2), 175-186. https://doi.org/10.1093/elt/ccy026
Clark, S., & Newberry, M. (2019). Are we building preservice teacher self-efficacy? A large-scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32-47. https://doi.org/10.1080/1359866X.2018.1497772
Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020). Examining the roles of continuing professional development needs and views of research in English language teachers' success. TESL-EJ, 24(3), n3. https://eric.ed.gov/?id=EJ1275848
Duong, T. M., & Nguyen, H. T. T. (2021). Implementing task-based language teaching in Vietnamese secondary schools: What hinders EFL teachers? TESL-EJ, 25(2), n2. https://eric.ed.gov/?id=EJ1314679
Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755-765. https://doi.org/10.1177/0013164491513027
Fraenkel, L., Street, J. R. L., Towle, V., O’Leary, J. R., Iannone, L., Van Ness, P. H., & Fried, T. R. (2012). A pilot randomized controlled trial of a decision support tool to improve the quality of communication and decision‐making in individuals with atrial fibrillation. Journal of the American Geriatrics Society, 60(8), 1434-1441. https://doi.org/10.1111/j.1532-5415.2012.04080.x
Gebbie, D. H., Ceglowski, D., Taylor, L. K., & Miels, J. (2012). The role of teacher efficacy in strengthening classroom support for preschool children with disabilities who exhibit challenging behaviours. Early Childhood Education Journal, 40(1), 35-46. https://doi.org/10.1007/s10643-011-0486-5
Gencer, A. S., & Cakiroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23(5), 664-675. https://doi.org/10.1016/j.tate.2005.09.013
Ghanizadeh, A., & Moafian, F. (2011). The relationship between Iranian EFL teachers’ sense of self-efficacy and their pedagogical success in language institutes. Asian EFL Journal, 13(2), 249-272. https://bit.ly/3wh3epl
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569
Gora, P. V. (1963). The lesson objective and its role in carrying out character training and educational goals. Soviet Education, 5(10), 10-21. https://doi.org/10.2753/RES1060-9393051010
Graham, C. C. (1869). What is perception? In C. C. Graham (Ed.), The true philosophy of mind (pp. 131–134). Unknown Publisher. https://doi.org/10.1037/14122-005
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69. https://doi.org/10.1016/0742-051X(88)90025-X
Harfitt, G. J. (2012). Class size and language learning in Hong Kong: The students’ perspective. Educational Research, 54(3), 331-342. https://doi.org/10.1080/00131881.2012.710091
Hicks, S. D. (2012). Self-efficacy and classroom management: A correlation study regarding the factors that influence classroom management. Liberty University.
Higgins, K. (2016). An investigation of professional learning communities in North Carolina school systems. Journal of Research Initiatives, 2(1), 9. https://bit.ly/3sFeF86
Hoffer, E. R. (2020). Case-based teaching: Using stories for engagement and inclusion. International Journal on Social and Education Sciences, 2(2), 75-80. https://bit.ly/3FRTrJl
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007
Huong, V. T. M., & Tung, N. T. T. (2019). Perspectives of lecturers and students on classroom management in Vietnamese universities. Malaysian Online Journal of Educational Management, 7(3), 43-63. https://bit.ly/3wgHQQR
Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of educational research, 62(2), 129-169. https://doi.org/10.3102/00346543062002129
Kennedy, M. M. (1997). Defining an ideal teacher education program. CiteSeerX. https://bit.ly/39tr2NG
Koutrouba, K., Markarian, D. A., & Sardianou, E. (2018). Classroom management style: Greek teachers’ perceptions. International Journal of Instruction, 11(4), 641-656. https://bit.ly/38oIjHP
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181. https://doi.org/10.1016/0346-251X(95)00006-6
Marcus, S. (1997). Large class size: Strategies for success. The English Teacher, 26(0), 1-13. https://bit.ly/3wtetty
McMillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry. Pearson Higher Ed.
Morris-Rothschild, B. K., & Brassard, M. R. (2006). Teachers’ conflict management styles: The role of attachment styles and classroom management efficacy. Journal of School Psychology, 44(2), 105-121. https://doi.org/10.1016/j.jsp.2006.01.004
Murray, N., & Hughes, G. (2008). Writing up your university assignments and research projects: A practical handbook. McGraw-Hill Education.
Oliver, R. M., & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development (TQ Connection Issue Paper). National Comprehensive Center for Teacher Quality.
Punyasettro, S., Wangwongwiroj, T., & Yasri, P. (2021). An assessment tool for measuring learners’ self-efficacy. Psychology and Education Journal, 58(4), 104-110. https://doi.org/10.17762/pae.v58i4.4500
Rashman, L., Withers, E., & Hartley, J. (2009). Organizational learning and knowledge in public organizations: A systematic review of the literature. International Journal of Management Reviews. 11(4), 463-494. https://doi.org/10.1111/j.1468-2370.2009.00257.x
Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL reading comprehension. Asian EFL Journal, 12(2), 18-42. https://bit.ly/3wus4Rx
Sides, J., & Cuevas, J. A. (2020). Effects of goal setting for motivation, self-efficacy, and performance in elementary mathematics. International Journal of Instruction, 13(4), 1-16. https://bit.ly/3wwMp8M
Simonsen, B., Fairbanks, S., Briesch, A., & Sugai, G. (2006). Classroom management: Self-assessment revised. NEPBIS. https://bit.ly/3wBTd52
Tan, R. K., Polong, R. B., Collates, L. M., & Torres, J. M. (2020). Influence of small group discussion on the English oral communication self-efficacy of Filipino ESL learners in central Luzon. TESOL International Journal, 15(1), 100-106. https://bit.ly/3sGvNKv
Uştuk, Ö., & De Costa, P. I. (2021). Reflection as meta-action: Lesson study and EFL teacher professional development. TESOL Journal, 1-16. https://doi.org/10.1002/tesj.531
Van Teijlingen, E., & Hundley, V. (2002). The importance of pilot studies. Nursing Standard, 16(40), 33-36. https://bit.ly/3FMuBut
Varghese, C., Garwood, J. D., Bratsch-Hines, M., & Vernon-Feagans, L. (2016). Exploring magnitude of change in teacher efficacy and implications for students’ literacy growth. Teaching and Teacher Education, 100(55), 228-239. https://doi.org/10.1016/j.tate.2016.01.011
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and teacher education, 24(1), 80-91. https://doi.org/10.1016/j.tate.2007.01.004
Walshe, K. (2017). Lesson planning. In L. P. Barnes (Ed.), Learning to teach religious education in the secondary school (pp. 33-55). Routledge. https://doi.org/10.4324/9781315768519
Webb, R. B., & Ashton, P. T. (1986). Teacher motivation and the conditions of teaching: A call for ecological reform. Journal of Thought, 21(2), 43-60. https://www.jstor.org/stable/42589178
Williams, E. N., Soeprapto, E., Like, K., Touradji, P., Hess, S., & Hill, C. E. (1998). Perceptions of serendipity: Career paths of prominent academic women in counseling psychology. Journal of Counseling Psychology, 45(4), 379–389. https://doi.org/10.1037/0022-0167.45.4.379
Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), 181-193. https://doi.org/10.1037/0022-0663.99.1.181
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91. https://doi.org/10.1037/0022-0663.82.1.81
Yenen, E. T., & Yöntem, M. K. (2020). Teachers’ professional development needs: Aq method analysis. Discourse and Communication for Sustainable Education, 11(2), 159-176. https://doi.org/10.2478/dcse-2020-0024
Yook, C., & Lee, Y. H. (2016). Korean EFL teachers’ perceptions of the impact of EFL teacher education upon their classroom teaching practices. Asia-Pacific Journal of Teacher Education, 44(5), 522-536. https://doi.org/10.1080/1359866X.2016.1144171
Zeichner, K. M., & Tabachnick, B. R. (1981). Are the effects of university teacher education’ washed out’ by school experience? Journal of teacher education, 32(3), 7-11. https://doi.org/10.1177/002248718103200302
Zonoubi, R., Rasekh, A. E., & Tavakoli, M. (2017). EFL teacher self-efficacy development in professional learning communities. System, 66, 1-12. https://doi.org/10.1016/j.system.2017.03.003