Gender and EFL Student Teachers‘ Self-Efficacy

Abstract

Teachers’ self-efficacy plays a significant role in determining the success or failure of teaching. The higher teachers’ self-efficacy, the more successful the outcome of their teaching. Some studies reveal that teachers with high self-efficacy produce better students. Furthermore, they feel more satisfied with their jobs of teaching. However, few studies on self-efficacy are conducted with EFL student teachers. In fact, EFL student teachers will be EFL teachers in the future whose self-efficacy will lead them to be what kind of teachers they will be. This study aims at exploring the effects of gender on the self-effficacy of the EFL student teachers at the English Education Department of Universitas Muria Kudus. The participants of the study were the fifth-semester EFL student teachers. The instrument to collect the data is Teachers’ Sense of Efficacy Scale developed by Tschannen-Moran and Woolfolk (2001). The result indicates that gender does not influence self-efficacy of EFL student teachers.