Earticle

초록

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.

목차

I. Introduction
 II. Method
  1. Subjects
  2. Instrumentation
  3. Data Analysis
 III. Results
  1. Descriptive Statistics
  2. Principal component factor analysis
  3. Confirmatory factor analysis
 IV. Discussion
 V. Conclusion
 Works Cited

키워드

저자

• Shim, Jae-woo [ Chonbuk National University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820