Aspects of teachers’ self-image as predictors of their self-efficacy

The aim of this paper is to uncover the effect that certain aspects of teachers’ self-image have on Greek language teachers’ self-efficacy beliefs and to identify additional predictors of their self-efficacy as well. To this end, we have examined the effect that aspects of teachers’ self-image such as their perceptions about their language proficiency, recognition of their work, and their role have on the three dimensions of their self-efficacy beliefs: classroom management, student engagement, and instructional strategies, after accounting for other factors that may have an impact on their self-efficacy. Our findings are the product of an online survey conducted among 951 English language teachers of Greek primary and secondary state schools and confirm that the aspects of teachers’ self-image mentioned above and some other factors (e.g. years of teaching experience, cooperation with students, etc.) unveiled in our research are good predictors of teachers’ self-efficacy beliefs.