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.