ABSTRACT
Language teacher self-efficacy (LTSE) research is predominantly quantitative and employs surveys. Utilizing a research synthesis approach, this chapter looks at the different LTSE belief surveys that researchers have used. First, it summarizes the numerous scales used in LTSE beliefs research. Next, it looks at the levels of self-efficacy reported using these scales and how different demographic and methodological variables may impact these levels of self-efficacy. Finally, it compares levels of self-efficacy across studies to have benchmarks that can guide researchers to determine if language teachers’ self-efficacy levels can be considered “high”, “medium”, or “low”. Results show that LTSE survey research continues to use general education measures, but many domain-specific LTSE belief surveys have also been created. Some differences in levels of self-efficacy were noted across contexts and are potentially due to methodological decisions (e.g., Likert scale). However, many of the self-efficacy scores were similar despite different participants and contexts. Implications for language teacher education and further LTSE beliefs research are discussed.
