The Effects of Iranian EFL Teachers’ Academic English Degrees and Experience on Their Sense of Self-efficacy

Self-efficacy beliefs are one’s perceived capabilities to organize and execute courses of action required to produce given attainments. The purpose of the present study was to investigate possible relationships between experience/academic English degrees and teacher efficacy among EFL teachers. Seventy-one teachers of a language center in Tehran, Iran who participated in this study completed a questionnaire which included some demographic information as well as Teacher Self-Efficacy Scale (TSES). The results of data analyzed indicated that experienced teachers (with more than three years of teaching experience) had a significantly higher level of efficacy compared to novice teachers. In contrast, TEFL degree holder teachers did not enjoy significantly higher levels of efficacy compared to those colleagues who were Non- TEFL degree holders. Finally, the findings are discussed in relation to the nature of English-related university courses.