Cheri CrookFollow




School of Education


Doctor of Education (EdD)


Amanda J. Rockinson-Szapkiw


English as a Foreign Language, Social Cognitive Theory, Teacher Self-efficacy, Thailand


Curriculum and Instruction | Curriculum and Social Inquiry | Educational Assessment, Evaluation, and Research | Engineering | Social and Philosophical Foundations of Education


The goal of this quantitative, predictive correlational study is to investigate an often overlooked area of research, teacher self-efficacy among nonnative English-speaking teachers (NNESTs) who teach English as a Foreign Language (EFL). This study examines the relationship between specific teacher characteristics and perceived teacher self-efficacy among NNESTs of EFL in rural Thailand. The convenience sample in this study includes first through twelfth grade public sector NNESTs of EFL in Nan, Thailand, and represents the larger population of Northern Thai NNESTs of EFL. Data were collected from the sample via a combined Thai-language version of the paper-based Teachers’ Sense of Efficacy Scale (TSES-SF) (Tschannen-Moran & Woolfolk Hoy, 2001), a Thai-language version of the Self-Report of English Proficiency Scale (Chacón, 2005), and a self-report survey of demographics. Data were analyzed using standard multiple regression to answer the research question: Can perceived proficiency in English, college major, time spent abroad, time spent in an English-speaking country, longevity as a teacher, longevity as an English teacher, highest degree attained, grade level taught, and instructional purpose (the predictor variables) of Thai NNESTs of EFL predict teachers’ sense of self-efficacy (the criterion variable) as measured by the TSES-SF (Tschannen-Moran & Woolfolk Hoy, 2001)? Longevity as a teacher and perceived English proficiency individually contributed to the model, while the linear combination of the nine predictor variables accounted for 23.2% of the variance in teacher self-efficacy. Recommendations for future research are included.