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Abstract Within the field of teacher education, the concept of self-efficacy—which includes teachers' self-perceptions of their competence and abilities in particular tasks—has attracted a lot of attention. It shows how confident a teacher is in their ability to help students achieve the learning objectives. In spite of its critical importance, there hasn't been a single study that thoroughly examines the underlying effects of self-efficacy among English as a Foreign Language (EFL) teachers. To carefully examine these effects and verify a theoretical model, this study uses a mixed methods approach. 26 articles are found to be eligible after a meta-analysis method is used to thoroughly review pertinent articles from Elsevier, Google Scholar, and ERIC. The following outcomes are linked to the self-efficacy of EFL teachers: burnout, instructional success, psychological well-being, engagement and job satisfaction, communication readiness, teaching commitment, emotion regulation, professional development, and motivational teaching behavior. Using structural equation modeling, the proposed model is evaluated in the quantitative phase. The researchers' 10-factor scale is used to collect data. The model's divergent validity, convergent validity, and reliability are all shown to be at acceptable levels by the results. These findings have both theoretical and practical ramifications, offering useful information.
Mossafaie et al. (Thu,) studied this question.