Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs

References

• Atay, D. (2007). Beginning teacher eficacy and the practicum in an EFL context. Teacher Development, 11(2), 203–219.
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Bandura, A. (1997). Self efficacy: The exercise of control. New York: W.H Freeman and Company.
   Google Scholar
• Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. C. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age.
   Google Scholar
• Beecham, S., Hall, T., Britton, C., Cottee, M., & Rainer, A. (2005). Using an expert panel to validate a requirements process improvement model. Journal of Systems and Software, 76, 251–275.
   Web of Science ®Google Scholar
• Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55(1), 21–29.
   Google Scholar
• Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380.
   Web of Science ®Google Scholar
• Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific Region. Annual Review of Applied Linguistics, 31, 36–57.
   Web of Science ®Google Scholar
• Cheung, H. Y. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching, 32(4), 435–451.
   Google Scholar
• Choi, E., & Lee, J. (2016). Investigating the relationship of target language proficiency and self-efficacy among nonnative EFL teachers. System, 58, 49–63.
   Web of Science ®Google Scholar
• Choi, T. H. (2015). The impact of the ‘teaching English through English’ policy on teachers and teaching in South Korea. Current Issues in Language Planning, 16(3), 201–220.
   Web of Science ®Google Scholar
• Cook, M. (2009). Factors inhibiting and facilitating Japanese teachers of English in adopting communicative language teaching methodologies. K@Ta, 11(2), 99–116.
   Google Scholar
• Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(7), 1–9.
   Google Scholar
• Englert, C. S., Tarrant, K. L., & Rozendal, M. S. (1993). Educational innovations: Achieving curricular change through collaboration. Education and Treatment of Children, 16(4), 441–473.
   Google Scholar
• Fabrigar, L. R., & Wegener, D. T. (2012). Factor analysis. New York: Oxford University Press.
   Google Scholar
• Freeman, D., Katz, A., Garcia Gomez, P., & Burns, A. (2015). English-for-teaching: Rethinking teacher proficiency in the classroom. ELT Journal, 69(2), 129–139.
   Web of Science ®Google Scholar
• Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451–458.
   Web of Science ®Google Scholar
• Glasgow, G. P. (2014). Teaching English in English, ‘in principle’: The national foreign language curriculum for Japanese senior high schools. International Journal of Pedagogies & Learning, 9(2), 152–161.
   Google Scholar
• Goddard, R., & Goddard, Y. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807–818.
   Web of Science ®Google Scholar
• Goddard, R., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.
   Web of Science ®Google Scholar
• Goddard, R., Hoy, W. K., & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3–13.
   Google Scholar
• Goddard, R., Logerfo, L., & Hoy, W. K. (2004). High school accountability: The role of perceived collective efficacy. Educational Policy, 18(3), 403–425.
   Web of Science ®Google Scholar
• Göker, S. D. (2012). Impact of EFL teachers’ collective efficacy and job stress on job satisfaction. Theory and Practice in Language Studies, 2(8), 1545–1551.
   Google Scholar
• Guadagnoli, E., & Velicer, W. F. (1988). Relation of sample size to the stability of component patterns. Psychological Bulletin, 103(2), 265–275.
   PubMed Web of Science ®Google Scholar
• Guillemin, F., Bombardier, C., & Beaton, D. (1993). Cross-cultural adaptation of health-related quality of life measures: Literature review and proposed guidelines. Journal of Clinical Epidemiology, 46(12), 1417–1432.
   PubMed Web of Science ®Google Scholar
• Ho, I. T., & Hau, K. T. (2004). Australian and Chinese teacher efficacy: Similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinants. Teaching and Teacher Education, 20(3), 313–323.
   Web of Science ®Google Scholar
• Karimi, M. N. (2011). The effects of professional development initiatives on EFL teachers’ degree of self-efficacy. Australian Journal of Teacher Education, 36(6), 50–62.
   Google Scholar
• Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43.
   Web of Science ®Google Scholar
• Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), 59–81.
   Web of Science ®Google Scholar
• Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35.
   Web of Science ®Google Scholar
• Letendre, G. K., Baker, D. P., Akiba, M., Goesling, B., & Wiseman, A. (2001). Teachers’ work: Institutional isomorphism and cultural variation in the US, Germany, and Japan. Educational Researcher, 30(6), 3–15.
   Google Scholar
• MacCallum, R. C., Widaman, K. F., Zhang, S. B., & Hong, S. H. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84–99.
   Web of Science ®Google Scholar
• McNeish, D. (2017). Exploratory factor analysis with small samples and missing data. Journal of Personality Assessment, 99(6), 637–652.
   PubMed Web of Science ®Google Scholar
• Ministry of Education, Culture, Sports, Science, and Technology [MEXT]. 2011. Koutougakkou gakushuushidouyouryou [eigo katsudou] eiyaku han (kayaku) [senior high school government course guidelines (English activities) English translation version (tentative translation)]. Tokyo: Ministry of Education, Culture, Sports, Science, and Technology. Retrieved from. http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/eiyaku/__icsFiles/afieldfile/2011/04/11/1298353_24.pdf
   Google Scholar
• Moote, S. (2003). Insights into team-teaching. The English Teacher: An International Journal, 6(3), 328–334.
   Google Scholar
• Morris, D. B., Usher, E. L., & Chen, J. A. (2016). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 1–39. doi:10.1007/s10648-016-9378-y
   Web of Science ®Google Scholar
• Nishino, T. (2009). Communicative language teaching in Japanese high schools: Teachers’ beliefs and classroom practices (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 3371994)
   Google Scholar
• Nishino, T. (2012). Modeling teacher beliefs and practices in context: A multimethods approach. The Modern Language Journal, 96(3), 380–399.
   Web of Science ®Google Scholar
• Nishino, T., & Watanabe, M. (2008). Communication-oriented policies versus classroom realities in Japan. TESOL Quarterly, 42(1), 133–138.
   Web of Science ®Google Scholar
• O’Donnell, K. (2005). Japanese secondary English teachers: Negotiation of educational roles in the face of curricular reform. Language, Culture, and Curriculum, 18(3), 300–315.
   Google Scholar
• Onwuegbuzie, A. J., Bustamante, R. M., & Nelson, J. A. (2010). Mixed research as a tool for developing quantitative instruments. Journal of Mixed Methods Research, 4(1), 56–78.
   Web of Science ®Google Scholar
• Phan, N. T. T., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study. Teaching and Teacher Education, 52, 73–82.
   Web of Science ®Google Scholar
• Pituch, K. A., & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences (6th ed.). New York: Routledge.
   Google Scholar
• Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179–199.
   Web of Science ®Google Scholar
• Sakui, K. (2004). Wearing two pairs of shoes: Language teaching in Japan. ELT Journal, 58(2), 155–163.
   Google Scholar
• Sakui, K. (2007). Classroom management in Japanese EFL classrooms. JALT Journal, 29(1), 41–58.
   Google Scholar
• Sato, K., & Kleinsasser, R. C. (2004). Beliefs, practices, and interactions of teachers in a Japanese high school English department. Teaching and Teacher Education, 20(8), 797–816.
   Web of Science ®Google Scholar
• Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195–208.
   Web of Science ®Google Scholar
• Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57, 152–171.
   Web of Science ®Google Scholar
• Shimazu, A., Okada, Y., Sakamoto, M., & Miura, M. (2003). Effects of stress management program for teachers in Japan: A pilot study. Journal of Occupational Health, 45(4), 202–208.
   PubMed Web of Science ®Google Scholar
• Shin, S.-K. (2012). “It cannot be done alone”: The socialization of novice English teachers in South Korea. TESOL Quarterly, 46(3), 542–567.
   Web of Science ®Google Scholar
• Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625.
   Web of Science ®Google Scholar
• Swanson, P. B. (2010). Efficacy and language teacher attrition: A case for mentorship beyond the classroom. NECTFL Review, 66, 48–72.
   Google Scholar
• Thompson, G. (2016). Japanese high school English teachers’ self-efficacy beliefs about teaching English. Unpublished doctoral dissertation, School of Cultural and Professional Learning, Queensland University of Technology, Brisbane, Australia.
   Google Scholar
• Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177–187.
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
   Web of Science ®Google Scholar
• Tsui, K. T., & Kennedy, K. J. (2009). Evaluating the Chinese version of the teacher sense of efficacy scale (C-TSE): Translation adequacy and factor structure. The Asia-Pacific Education Researcher, 18(2), 245–260.
   Web of Science ®Google Scholar
• Underwood, P. R. (2012). Teacher beliefs and intentions regarding the instruction of English grammar under national curriculum reforms: A theory of planned behaviour perspective. Teaching and Teacher Education, 28(6), 911–925.
   Web of Science ®Google Scholar
• Woodman, K., & Kourtis-Kazoullis, V. (2017). Cyber-self-reflection: Developing learner autonomy in online programs. In A. Tsangalidis (Ed.), Selected papers from the 18th international symposium on theoretical and applied linguistics (pp. 385–396). Thessaloniki, Greece: Monochromia Publishing, Aristotle University of Thessaloniki. doi:10.3857/roj.2016.01977.e1
   Google Scholar
• Wyatt, M. (2014). Towards a re-conceptualization of teachers’ self-efficacy beliefs: Tackling enduring problems with the quantitative research and moving on. International Journal of Research & Method in Education, 37(2), 166–189.
   Google Scholar
• Yorimitsu, A., Houghton, S., & Taylor, M. (2014). Operating at the margins while seeking a space in the heart: The daily teaching reality of Japanese high school teachers experiencing workplace stress/anxiety. Asia Pacific Education Review, 15(3), 443–457.
   Web of Science ®Google Scholar
• Yung, K. W. H. (2015). Learning English in the shadows: Understanding Chinese learners’ experiences of private tutoring. TESOL Quarterly, 49(4), 707–732.
   Web of Science ®Google Scholar
• Zonoubi, R., Eslami Rasekh, A., & Tavakoli, M. (2017). EFL teacher self-efficacy development in professional learning communities. System, 66, 1–12.
   Web of Science ®Google Scholar