Investigation of self-efficacy beliefs and perceptions of English language teachers towards face-to-face and online education

This study aims to reveal the self-efficacy beliefs of English language teachers regarding face-to-face and online education. The study used an explanatory mixed-method research design, with quantitative analysis preceding qualitative analysis. The Teacher's Self-Efficacy Scale (TEBS-Self) (Dellinger et al., 2008) and the Michigan Nurse Educators' Sense of Competence for Online Teaching Scale (MNESEOTS) (Robinia, 2008) scales were used for the study. 10 English language teachers participated in semi-structured interviews that the researchers devised and piloted. The study's results indicated that face-to-face teachers had greater self-efficacy views than those who taught online. Experienced teachers had higher levels of self-efficacy beliefs than inexperienced teachers, depending on the variables, including school type, gender, and experience. However, there was a significant difference in teachers' self-efficacy views based on teaching experience. The results of semi-structured interviews also highlighted the value of face-to-face contact and prompt feedback while acknowledging the flexibility and accessibility of online education.