Secondary school English as a foreign language teachers’ professional development programs and sense of self-efficacy

This study examined the relationship between professional development programs (PDPs) and English language teachers' self-efficacy. Data were collected from 73 English language teachers in Central Gondar using two instruments: a PDP questionnaire and the Teacher Self-Efficacy Survey (TSES). The data were analyzed using Pearson’s product-moment correlation. The results revealed a statistically significant positive correlation between PDPs and teachers’ self-efficacy beliefs (r = .462, p = .041). Although significant, the correlation coefficient indicates a relatively weak positive relationship, suggesting that PDPs are not the only factor shaping English language teachers’ self-efficacy. These findings emphasize the value of professional development in strengthening teachers’ confidence and effectiveness, while also underscoring the need to consider additional factors that influence self-efficacy. Future research could investigate how professional development duration, teaching experience, and other contextual variables interact to shape teachers’ self-efficacy.