مشخصات پژوهش

Teacher efficacy refers to teachers’ beliefs in their ability to enhance students’ achievement and bring about positive learning outcomes. The present study was aimed to investigate the relationship between English language teachers’ self-efficacy and their students’ performance in urban and rural schools in Sarab. In addition, the difference between male and female teachers with regard to their self-efficacy beliefs was examined. Thirty-seven male and female teachers participated in this study. The Teacher Self Efficacy Scale (TSES) was used to collect quantitative data about teachers’ self-efficacy beliefs. Thirty seven teachers in urban and rural areas were requested to use the same final exam for assessing their students. Registered average scores of students showed their performance. The results of data analysis indicated a significant relationship between self-efficacy of urban teachers and their students’ performance. In contrast, there was no relationship between rural teachers’ self-efficacy and their students’ performance. Considering gender differences, male and female teachers were statistically identical in both urban and rural areas. Explanations and implications are discussed.