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This dissertation is a comprehensive study that focuses on the factors influencing the self-efficacy of pre-service English as a foreign language (EFL) teachers. The study is particularlyrelevant to master's programs in Teaching English as a Foreign Language (TEFL) in Kazakhstan.The research identifies the key determinants of self-efficacy among pre-service EFL teachers andexamines how these factors influence their confidence and teaching effectiveness. Understandingthese influences can aid in developing targeted training programs to enhance teachers' self-efficacy, ultimately leading to improved teaching practices and better student outcomes. Thestudy utilizes a structured questionnaire to gather data from 40 pre-service EFL teachers,focusing on their individual characteristics and self-efficacy levels as measured by the Teachers'Sense of Efficacy Scale (TSES). The results underscore the importance of enhancing self-efficacy through professional development and supportive environments. By focusing on factorsthat shape EFL teachers' self-efficacy, this research contributes to the theoretical understandingand practical improvement of teacher training programs in Kazakhstan, aiming to elevate theoverall quality of English language education in the region.
Akmanat Makhsutova (Wed,) studied this question.