Teacher Efficacy In Relation To Gender And Teaching Experiences
Abstract
The objective of this study is to explore teacher efficacy in teaching English as a foreign language
based on gender and teaching experiences. The participants of this study were seventy seven
teachers from seven universities in Central Java. The instruments used to gather data were depth
interview and questionnaire. This study used case study design using qualitative and quantitative
analysis. The teacher’s background becoming an English teacher is also analyzed. The study
found that based on descrptive statistical analysis teacher efficacy based on gender showed that
male English teachers have more teacher efficacy than female English teachers. Teachers who have
teaching experiences more than twenty years have more teacher efficacy than those who have
teaching experiences less than twenty years. However, teachers who have teaching experiences
for eleven to twenty years have less teacher efficacy than those who have teaching experiences for
one to ten years. Although based on T-Test analysis those differences were not significant enough.
Their motivation background becoming an English teacher were first, they became an English
teacher because they intended to be a teacher even when they were kids. Second, because of their
academic competence during their study and the last because of job vacancy. They got offering
to teach English which finally lead him/her as an English teacher.