A Study on Defining and Evaluating Teacher Self-Efficacy for Pre-Service English Teachers in China

Background and Aim: Teacher self-efficacy (TSE) is essential to instructional quality and student learning, yet research has largely overlooked pre-service teachers, particularly in the context of English language education in China. This article aimed (1) to explore the definition and components of TSE of pre-service English teachers; (2) to investigate the current status of TSE among pre-service English teachers. Materials and Methods: Grounded in Bandura's theory of self-efficacy, a mixed-methods approach was adopted. In the qualitative phase, interviews were conducted with five experts in educational psychology to clarify the definition and components of self-efficacy among pre-service English teachers. In the quantitative phase, a self-developed questionnaire was administered to 40 pre-service English teachers from Liupanshui Normal University in Guizhou Province, China, to examine their current levels of TSE. Results: The study established a definition of TSE for pre-service English teachers and, building on previous theories, proposed and updated three dimensions of TSE specifically adapted to the Chinese educational context: classroom management, instructional strategies, and student engagement. The findings also indicated generally insufficient TSE among participants (moderate level, M = 3.15), emphasizing the need for targeted interventions and reflective practice in teacher education programs to enhance pre-service English self-efficacy. Conclusion: This study deepens the understanding of TSE among pre-service English teachers in the Chinese context. It highlights the need to strengthen teacher education programs by addressing gaps in TSE. The findings provide valuable insights for developing more effective training and support strategies for future teachers.