Exploring Secondary School Students’ Perceptions of Their Teachers’ Pedagogical Content Knowledge (PCK), and EFL Teachers’ Perceived Self-Efficacy Beliefs (SEB) in Teaching Reading Skills

Abstract

This study sought to explore students’ perceptions of their English as a Foreign Language (EFL) teachers’ Pedagogical Content Knowledge (PCK) and the self-efficacy beliefs (SEB) of EFL teachers in teaching reading skills across selected secondary schools. The researchers employed explanatory sequential mixed methods design. Data were collected using a self-constructed questionnaire with 34 items, administered to 258 secondary school students, to assess their perceptions of their teachers’ PCK performance. Additionally, a separate questionnaire with 21 items was distributed to 70 EFL teachers to gather information on their self-efficacy beliefs. To further elucidate these beliefs, semi-structured interviews were conducted with 10 EFL teachers from the six selected secondary schools. Quantitative data were analyzed using SPSS version 26, while qualitative data were subjected to thematic analysis. The findings indicated that students had a moderately positive perception of their teachers’ PCK (M=3.32; SD=0.926). In contrast, teachers’ self-efficacy beliefs were perceived as somewhat efficacious (M=3.74; SD=0.533). The results from the teacher interviews corroborated the questionnaire findings. The Pearson correlation coefficient between students’ perceptions and teachers’ self-efficacy beliefs was r=-0.027, p=0.826, suggesting a weak, negative relationship between these variables. To address these findings and bridge the existing gap, it is recommended that EFL teachers receive targeted professional development to enhance students’ perceptions.

Keywords

• pedagogical content knowledge
• perceived self-efficacy beliefs
• students’ perceptions
• teaching reading skills