Experienced and Novice EFL Teachers’ Adversity Quotient® and Their Self-Efficacy: Inspecting the Predictive Capacities

This descriptive study primarily sought to investigate the relationship between experienced and novice EFL teachers’ adversity quotient® (AQ®) and self-efficacy, and comparing the predictive capacity of EFL teachers' AQ® in terms of predicting their self-efficacy among the two categories of teaching experience was a further goal of the study. Selected through implementing convenience non-random sampling, a total of 120 male and female EFL teachers took part in the present study. These participants whose age ranged from 20 to 50 (Mage = 26) were put in two categories of novice and experienced (60 in each group). Stoltz’ (2019) Adversity Quotient Profile® Scale version 10.1 and Tschannen-Moran and Woolfolk Hoy’s (2001) Teacher Sense of Self Efficacy Scale (TSES) were administered online among the participants. Having met the pertinent assumptions, two parametric tests, i.e. Pearson’s correlation coefficient and linear regression, were employed to analyze the collected data. The obtained results revealed that there is a positive significant correlation between novice and experienced EFL teachers’ AQ® and self-efficacy. Furthermore, both novice and experienced EFL teachers’ AQ® was a significant predictor of their self-efficacy. The study concludes with a number of implications for EFL teachers and teacher trainers.