Reflective Teaching and the Teachers' Self Efficacy in the Post Method Era: A Case Study of Jazan University, Saudi Arabia

Abstract

The theoretical and practical underpinnings of reflective teaching and the teachers' self-efficacy were examined in this research to bring forth coherence in the construct and measurement of these apparently competing conceptual strands. The research found many implications of applying reflective teaching with its reconciliation with the teachers' self-efficacy for the practicing teachers. The study used Teacher Reflectivity questionnaire (short form) coined by Akbari, et al (2010) and the Teachers' Self Efficacy Scale developed on Bandura's (1997a) Social Cognitive Theory. The objectives of the study were to find correlation in (1) teachers’ reflective practices and self-efficacy in overall teaching practice (2) teachers’ reflective practices and self-efficacy on the basis of gender (3) teachers’ reflective practices and self-efficacy on the basis of their educational level, and (4) teachers’ reflective practices and self-efficacy on the basis of their job experience. A total of 96 teachers participated in this study. The study found that there was a positive correlation between the teachers' reflectivity and self-efficacy which means that the reflective practices by the teachers will obviously lead to teachers' self-efficacy.

Keywords: Language teaching, reflective teaching, self-efficacy, post-method era