Self-efficacy, a central concept in social cognitive theory, refers to an individual's confidence in performing tasks and achieving desired outcomes. This study explores differences in self-efficacy perceptions among freshman and senior pre-service teachers enrolled in English Language Teaching programs at state universities and examines factors influencing these differences. The study included 136 English as a Foreign Language (EFL) teacher candidates from the freshman and senior years at a major state university in Ankara, with additional semi-structured interviews conducted with 10 participants. Findings reveal that while gender has minimal effect on self-efficacy, educational stages and satisfaction levels have significant effects. Notably, no significant difference was found between freshman and senior self-efficacy levels, and higher program satisfaction was paradoxically associated with lower self-efficacy. Interview responses highlight that EFL teacher candidates can enhance self-efficacy by adapting to evolving systems, recognizing strengths and weaknesses, following field developments, broadening skills beyond English, and addressing concerns about English proficiency. Based on these findings, the study recommends that teacher education programs integrate early teaching practice experiences, provide structured guidance on self-directed learning strategies, and implement support systems to address the emotional complexity that emerges with professional experience. This study contributes to understanding factors that impact self-efficacy in teacher education and offers practical implications for curriculum developers, academic advisors, and policy makers.
Yıldırım et al. (Thu,) studied this question.
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