Perception of Self-Efficacy and Classroom Practices

In the world of education, a teacher's belief in their own ability to do the job is often seen as the engine that drives a classroom forward. This belief, known as self-efficacy, is not just about feeling confident; it is the internal conviction that a teacher can motivate students, keep the room orderly, and help everyone learn. When a teacher feels capable, they are more likely to try new methods, persist through challenges, and create a space where students want to participate. Conversely, when a teacher doubts their skills, the classroom can become a place of silence and disconnection. For decades, researchers have studied how these beliefs shape what happens in schools, particularly in places where English is taught as a foreign language. The assumption has long been that if a teacher believes they can engage a class and manage behavior effectively, they will naturally do so. But in the secondary schools of Ethiopia's Benishangul-Gumuz region, a closer look reveals a more complicated reality where what teachers say they believe and what they actually do are often worlds apart.

Researchers Shewa Baguko and Bekalu Atnafu from Kotebe University of Education set out to investigate this gap in the secondary schools of Assosa and Metekel zones. They wanted to understand the relationship between how English teachers perceived their own skills and how those skills played out in real-time classroom interactions. To get a full picture, they did not rely on just one type of evidence. Instead, they gathered data from 123 teachers through surveys to measure their confidence levels, and then they went deeper by interviewing 16 of those teachers and observing 18 different classes in action. This approach allowed them to compare the numbers on a page with the actual behavior of students and teachers in the room.

The survey results painted a picture of high confidence. When asked about their ability to engage students, the teachers reported feeling very capable. On a scale where the middle point represented a neutral stance, the average scores for their confidence were well above average. Teachers felt they were particularly good at building student self-confidence, engaging large groups of students, and maintaining respectful relationships. They also expressed strong belief in their ability to manage the classroom, with high scores for planning lessons, allocating time, and establishing systems for order. In the survey, the teachers described themselves as skilled professionals who could handle the complexities of teaching English, foster a supportive environment, and ensure that students stayed on task.

However, when the researchers stepped into the classrooms to watch these same teachers in action, the story changed dramatically. The observations and interviews revealed a sharp disconnect between the teachers' high self-perception and the reality of their teaching practices. In the classrooms, student engagement was often low. Instead of active participation, many students were found to be off-task, talking to friends, or simply sitting silently. In one observed class, when a teacher asked a question about asking for directions, almost the entire room remained silent, with only two students attempting to answer, and even they seemed hesitant. In other instances, students were seen standing outside the classroom during lesson time, or wandering around the room, while the teacher continued to lecture without addressing the disruption.

The teachers themselves acknowledged this struggle during interviews, often attributing the lack of engagement to factors beyond their control. They spoke of large class sizes, a lack of administrative support, and a general decline in student interest over the last decade. One teacher with twenty-two years of experience noted that while students used to be willing to participate in role-plays and discussions, recent years had seen a drop in motivation, leading teachers to revert to traditional, teacher-centered methods where they simply delivered information without expecting much interaction. Another teacher mentioned that students needed constant pushing from parents and teachers just to show interest, and that the pressure to produce test results often overshadowed the actual quality of teaching.

The statistical analysis confirmed this mismatch. While the survey showed that teachers believed they were good at engaging students, the data showed that this belief did not translate into better teaching practices. In fact, the study found that the teachers' confidence in their ability to manage the classroom had a weak and even negative relationship with how well they actually taught. This suggests that when teachers focus heavily on strict control or administrative rules, it might actually hinder their ability to create an interactive learning environment. The data indicated that student engagement was the strongest predictor of good teaching practice, yet the teachers' actual ability to foster that engagement was far lower than their own confidence suggested.

The researchers concluded that there is a significant gap between what these teachers believe they can do and what they are actually doing in the classroom. The teachers possess the theoretical knowledge and the confidence to use modern, student-centered teaching methods, but they are not applying them effectively. This is not because they lack the desire to teach well, but because they are facing deep-seated challenges such as overcrowded rooms, a lack of resources, and a school culture that prioritizes test scores over active learning. The study highlights that simply feeling confident is not enough; teachers need practical support and professional development that helps them translate their beliefs into effective actions. Without addressing the environmental constraints and providing strategies to manage large, disengaged groups, the high self-efficacy reported by teachers will remain a belief rather than a reality in the classroom.