Empowering Non-Specialist English Teachers: Self-Efficacy Enhancement Through Classroom English Proficiency and Collaborative Support
The increase in the provision of English language teaching programs in primary school contexts in Asia has resulted in a concomitant increase in non-specialist teachers, often generalist homeroom teachers, to address the shortage. However, non-specialist teachers often lack the pedagogical training...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-12-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/24 |
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| author | Shoichi Matsumura Yushi Hinoki |
| author_facet | Shoichi Matsumura Yushi Hinoki |
| author_sort | Shoichi Matsumura |
| collection | DOAJ |
| description | The increase in the provision of English language teaching programs in primary school contexts in Asia has resulted in a concomitant increase in non-specialist teachers, often generalist homeroom teachers, to address the shortage. However, non-specialist teachers often lack the pedagogical training necessary for effective English instruction, which often negatively impacts their self-efficacy. This study was designed to examine the effects of a professional development workshop, aimed at improving “classroom English” proficiency, on these teachers’ self-efficacy. It also explored sources influencing self-efficacy during the in-class implementation of what they learned in the workshop. Quantitative results revealed that the immediate impact of the training was substantial, leading to a rapid increase in self-efficacy. However, this effect appeared to diminish after three months of teaching. Qualitative findings indicated that non-specialist teachers’ perceptions of capability were significantly influenced by collegial assurances and support from individuals who evaluated their progress and achievements. Notably, support from specialist teachers emerged as a critical factor in sustaining or diminishing the enhanced self-efficacy of non-specialist teachers. These findings highlight the importance of providing needs-based, continuous professional development opportunities and establishing robust peer-support systems within schools to ensure the effective translation of training outcomes into classroom practices. |
| format | Article |
| id | doaj-art-07926664f59444119666dd0796bc64ac |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-07926664f59444119666dd0796bc64ac2025-01-24T13:30:11ZengMDPI AGEducation Sciences2227-71022024-12-011512410.3390/educsci15010024Empowering Non-Specialist English Teachers: Self-Efficacy Enhancement Through Classroom English Proficiency and Collaborative SupportShoichi Matsumura0Yushi Hinoki1Department of Global Studies, Ryukoku University, Kyoto 612-8577, JapanDepartment of Global Studies, Ryukoku University, Kyoto 612-8577, JapanThe increase in the provision of English language teaching programs in primary school contexts in Asia has resulted in a concomitant increase in non-specialist teachers, often generalist homeroom teachers, to address the shortage. However, non-specialist teachers often lack the pedagogical training necessary for effective English instruction, which often negatively impacts their self-efficacy. This study was designed to examine the effects of a professional development workshop, aimed at improving “classroom English” proficiency, on these teachers’ self-efficacy. It also explored sources influencing self-efficacy during the in-class implementation of what they learned in the workshop. Quantitative results revealed that the immediate impact of the training was substantial, leading to a rapid increase in self-efficacy. However, this effect appeared to diminish after three months of teaching. Qualitative findings indicated that non-specialist teachers’ perceptions of capability were significantly influenced by collegial assurances and support from individuals who evaluated their progress and achievements. Notably, support from specialist teachers emerged as a critical factor in sustaining or diminishing the enhanced self-efficacy of non-specialist teachers. These findings highlight the importance of providing needs-based, continuous professional development opportunities and establishing robust peer-support systems within schools to ensure the effective translation of training outcomes into classroom practices.https://www.mdpi.com/2227-7102/15/1/24non-specialist teachersprimary schoolsself-efficacyclassroom Englishprofessional developmentcollaboration |
| spellingShingle | Shoichi Matsumura Yushi Hinoki Empowering Non-Specialist English Teachers: Self-Efficacy Enhancement Through Classroom English Proficiency and Collaborative Support Education Sciences non-specialist teachers primary schools self-efficacy classroom English professional development collaboration |
| title | Empowering Non-Specialist English Teachers: Self-Efficacy Enhancement Through Classroom English Proficiency and Collaborative Support |
| title_full | Empowering Non-Specialist English Teachers: Self-Efficacy Enhancement Through Classroom English Proficiency and Collaborative Support |
| title_fullStr | Empowering Non-Specialist English Teachers: Self-Efficacy Enhancement Through Classroom English Proficiency and Collaborative Support |
| title_full_unstemmed | Empowering Non-Specialist English Teachers: Self-Efficacy Enhancement Through Classroom English Proficiency and Collaborative Support |
| title_short | Empowering Non-Specialist English Teachers: Self-Efficacy Enhancement Through Classroom English Proficiency and Collaborative Support |
| title_sort | empowering non specialist english teachers self efficacy enhancement through classroom english proficiency and collaborative support |
| topic | non-specialist teachers primary schools self-efficacy classroom English professional development collaboration |
| url | https://www.mdpi.com/2227-7102/15/1/24 |
| work_keys_str_mv | AT shoichimatsumura empoweringnonspecialistenglishteachersselfefficacyenhancementthroughclassroomenglishproficiencyandcollaborativesupport AT yushihinoki empoweringnonspecialistenglishteachersselfefficacyenhancementthroughclassroomenglishproficiencyandcollaborativesupport |