Predictors of EFL pre-service teachers’ self-efficacy: Evidence from an MA in TEFL program in Kazakhstan

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.