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The key factors shaping native English teachers’ sense of self-efficacy to teach Korean university students

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대한영어영문학회 (The Association of English Language and Literature in Korea)|2019.02|영어영문학연구 (Studies in English Language & Literature)|제45권 제1호|pp. 297-329|DOI 10.21559/aellk.2019.45.1.014

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참고문헌

키워드

Koreanteachers’ sense of efficacynative English speaker (NES)linguistic proficiencycultural proficiency
주제분류영어와문학

초록

Teachers’ sense of efficacy, referring to teachers’ own beliefs in their ability to execute courses of action to perform a specific task, has been widely studied in the field of education. Given the increasing numbers of native English-speaking (NES) teachers at all academic levels in Korea, the current study aims to explore what contributed to and threatened their sense of self-efficacy to teach English-medium courses at Korean universities. The questionnaire, including demographic profiles, the Korean University Teachers’ Sense of Efficacy in Teaching English (KUTSETE) scale, and four open-ended questions, was distributed online to 50 NES teachers. The findings reveal that the NESs scored highest in efficacy for speaking English, followed by classroom management, instructional strategies, student engagement, and finally, at the lowest score, speaking Korean. Furthermore, Korean linguistic and cultural proficiency turned out to be the dominant factor shaping the participants’ self-efficacy in teaching Korean university students. In addition, teachers’ academic majors, teaching experience, command of native English, emotional support, and sense of humor strongly influenced their levels of efficacy. Since most teacher efficacy studies in Korea to date have been limited to Korean-born English teachers, the present study may yield implications for teacher education.

Abstract

Teachers’ sense of efficacy, referring to teachers’ own beliefs in their ability to execute courses of action to perform a specific task, has been widely studied in the field of education. Given the increasing numbers of native English-speaking (NES) teachers at all academic levels in Korea, the current study aims to explore what contributed to and threatened their sense of self-efficacy to teach English-medium courses at Korean universities. The questionnaire, including demographic profiles, the Korean University Teachers’ Sense of Efficacy in Teaching English (KUTSETE) scale, and four open-ended questions, was distributed online to 50 NES teachers. The findings reveal that the NESs scored highest in efficacy for speaking English, followed by classroom management, instructional strategies, student engagement, and finally, at the lowest score, speaking Korean. Furthermore, Korean linguistic and cultural proficiency turned out to be the dominant factor shaping the participants’ self-efficacy in teaching Korean university students. In addition, teachers’ academic majors, teaching experience, command of native English, emotional support, and sense of humor strongly influenced their levels of efficacy. Since most teacher efficacy studies in Korea to date have been limited to Korean-born English teachers, the present study may yield implications for teacher education.

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