The effects of native versus multicultural classes on teacher self-efficacy: a case study of Turkish instructors

ABSTRACT

The globalisation of the world reflected its inevitable effects in language classrooms which unite students from different cultures. In such classrooms, instructors’ sense of self-efficacy is affected by classroom multiculturality. Setting out from the paucity of research on classroom nativity and multiculturality as factors influencing instructor self-efficacy, this descriptive case study offers a comparative presentation of self-efficacy experiences of nine Turkish instructors teaching Turkish in both native and multicultural classes. The data were collected through semi-structured observations, participant notes and open-ended questions and conventional content analysis was adopted to analyse the data. The results pointed at three major areas affecting the participants’ self-efficacy beliefs and experiences: educational issues, interactional issues and cultural issues. The participants noted that native and multicultural classes have their peculiar characteristics affecting their teaching self-efficacy. In line with the results, some suggestions are made.

KEYWORDS:

• Teacher self-efficacy
• multicultural class
• multiculturality
• international student
• case study

Disclosure statement

No potential conflict of interest was reported by the author).