Non-specialist English teachers' self-efficacy
What is it about?
This study, focusing on primary English education in Japan, has demonstrated non-specialist teachers’ characteristics that are likely to influence their sense of self-efficacy for teaching English. Findings will contribute to our understanding of the challenges non-specialist English teachers face and how to improve the support they need to better serve their students.
Why is it important?
The teaching of English to primary school children has been rapidly growing in many English-as-a-foreign-language (EFL) countries around the world, but a shortage of specialist teachers remains a persistent challenge. Consequently, non-specialists, such as homeroom teachers initially trained as generalists, are more often required to teach English. Few studies have examined the potential factors that influence those non-specialist English teachers’ sense of self-efficacy.