Aim: This study’s main objective is to evaluate the clarity, reliability, and validity of a
questionnaire designed to measure self-efficacy on novice English teachers and its relationship
with their motivation.
Research questions
To what extent is the questionnaire designed to measure self-efficacy in novice English
teachers clear, reliable, and valid?
What is the relationship between novice English teachers' self-efficacy, as measured by
the questionnaire, and their motivation?
Instruction
Dear Participant,
This questionnaire is designed to assess novice English teachers’ self-efficacy in various aspects
of their teaching experience. Your responses will help evaluate the clarity, reliability, and
validity of this instrument and explore its relationship with novice teacher motivation.
Please read each statement carefully and indicate the extent to which you agree, using the
following scale:
1 = Strongly Disagree | 2 = Disagree | 3 = Neutral | 4 = Agree | 5 = Strongly Agree
Your participation is voluntary, and all responses will remain confidential. Personal information
is not collected in this questionnaire, and you may withdraw from this survey at any point
without providing a reason. All data collected will be used only for this PhD research study and
will be stored following data protection regulations. This questionary will take approximately 10
to 15 mins to complete. Thank you for your time and valuable input!
Consent
Questionnaire to measure self-efficacy´s novice english teachers and its
relationship with motivation.
Section A: Self-Efficacy (Blending Bandura and TSES)
Instructional Strategies – TSES
Confidence in designing and implementing effective lessons
1. I can use a variety of instructional strategies to help students learn English.
2.I am confident in my ability to explain grammar and vocabulary clearly.
3.I can adapt my teaching approach to accommodate different learning styles.
4. I can effectively integrate technology into my English lessons.
Classroom Management – TSES
Confidence in maintaining order and student engagement
1.I can effectively manage disruptive behavior in the classroom.
2. I am confident in my ability to keep students engaged throughout the lesson.
3.I can establish and enforce clear classroom rules.
4. I am able to create a positive and respectful classroom environment.
Student Engagement – TSES
Confidence in motivating and involving students in learning
5.I can motivate students to participate actively in class.
6. I feel confident in helping students develop a genuine interest in learning English.
7.I can encourage reluctant students to engage in speaking and writing activities.
8. I can build strong relationships with my students to foster their learning.
Vicarious Experiences (Learning from Others) – Bandura
Confidence gained from observing and collaborating with other teachers
9. Watching experienced teachers helps me improve my teaching skills.
10.I learn valuable teaching techniques by discussing challenges with my colleagues.
11.Observing how others manage their classrooms makes me feel more capable.
12.I believe I can improve my teaching by incorporating strategies I have seen in practice.
Physiological & Emotional States (Managing Stress & Emotions) – Bandura
Confidence in handling stress, anxiety, and emotional challenges in teaching
13.I can manage my anxiety when speaking in front of a new class.
14. I stay calm and confident when students do not understand a lesson.
15.I believe I can handle the emotional demands of teaching English.
16. Even on difficult days, I trust my ability to keep my students engaged.
Section B. Motivation
1. Ideal L2 Teacher Self (Personal Vision & Career Goals)
1. I imagine myself as a successful and inspiring English teacher in the future.
2. Being an English teacher aligns with my long-term career goals.
[3.] I feel motivated to continue teaching because I see myself growing professionally.
3.[4.] I enjoy learning new teaching methods and improving my skills.
2. Ought-to L2 Teacher Self (External Pressures & Expectations)
5. I feel pressure to continue teaching because of job stability.
6. My family and friends expect me to remain in the teaching profession.
7. I believe that leaving teaching would disappoint important people in my life.
8. I feel motivated to stay in teaching because of professional recognition or incentives.
3. Teaching Experience & Workplace Environment
9. I feel supported by my colleagues and school administration.
10. The teaching environment in my school makes me want to continue in this profession.
11. I feel that my efforts as an English teacher are valued and appreciated.
12. I enjoy the relationships I build with my students through teaching.
4. Emotional & Psychological Factors
13. Despite challenges, I find teaching to be a fulfilling and rewarding profession.
14. I believe I can overcome difficulties and continue improving as a teacher.
15. I feel a strong sense of purpose in helping students learn English.
16. The stress of teaching does not make me want to quit my job.
5. Future Career Commitment
17. I see myself teaching English for many more years.
18. I actively seek opportunities for professional development to stay in this career.
19. I feel motivated to advance in my career, such as becoming a mentor or trainer.
20. I would recommend teaching English as a career to others.
