Examining English Teachers’ Reading Efficacy and Perceived Reading Skill Proficiency in Secondary Schools

Abstract

Teachers’ sense of efficacy have an influence on how teachers teach their subjects to students. This article studies secondary school English language teachers’ level of sense of efficacy in teaching reading skill and their perceived reading skill proficiency. Besides, the study investigates the relationship between secondary school English language teachers' sense of efficacy in teaching reading and their perceived reading skill proficiency. The researchers employed a descriptive and correlational design and used questionnaires to collect data among the participants. One hundred twelve teachers from secondary schools participated in filling the questionnaires. The two questionnaires are Teachers’ Sense of Efficacy Scale and Teachers’ Perceived Reading Skills Proficiency. The collected data from the questionnaires were analyzed using descriptive statistics and Pearson correlation coefficient. The result revealed that secondary school English language teachers had a moderate level of self-efficacy beliefs in teaching reading skills. It also found that teachers' perceived reading skill proficiency was high. Furthermore, the study found a significant positive correlation between teachers' sense of efficacy in teaching reading and their perceived reading skill proficiency. This implies that efforts to enhance teachers' sense of efficacy in teaching reading may lead to improved reading skill proficiency. The study also highlights the importance of providing professional development opportunities for teachers to improve their sense of efficacy.

Keywords

• english language teachers
• sense of efficacy
• reading skill
• secondary schools
• perceived proficiency