Exploring the Relationship between Classroom English Proficiency and Teacher Self-Efficacy Among Polytechnic EFL Teachers

This study aimed to examine the relationship between classroom English proficiency and teacher self-efficacy among English as a Foreign Language teachers in Chinese polytechnics. Specifically, it sought to address to what extent classroom English proficiency affects teacher self-efficacy in Chinese polytechnic EFL teachers. It is significant as it highlights the crucial role of classroom English proficiency in shaping teacher self-efficacy, offering insights for targeted professional development programs. Data were self-reported by 254 polytechnic EFL teachers using two validated measurement scales. Both Exploratory Factor Analysis and Confirmatory Factor Analysis yielded satisfactory results, affirming the factor structure and indicating a good model fit. Descriptive analyses showed that both classroom English proficiency and teacher self-efficacy were at moderate levels. The Pearson correlation analysis revealed a strong positive relationship between classroom English proficiency and teacher self-efficacy, with grammatical and lexical accuracy and range, as well as language of interaction, exhibiting stronger correlations with teacher self-efficacy compared to pronunciation, stress and intonation, and language of instruction. The multiple regression analysis further demonstrated that grammatical and lexical accuracy and range, together with language of interaction, have a significant positive impact on teacher self-efficacy. These findings underscore the importance of prioritizing strategic training in grammar lexical accuracy and range, and the language of interaction skills for EFL teachers with limited English proficiency. Enhancing these competencies is posited to contribute to the development and sustained enhancement of self-efficacy among EFL teachers in Chinese polytechnics.