A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature

This article reflects on the notion of self-effectiveness as a substantial aspect of language teachers in ESL/EFL contexts. It introduces and defines the construct of teacher self-effectiveness, which can be derived from four different sources; a) enactive experience, b) vicarious experiences, c) social persuasion, and d) physiological states. The present study takes into consideration various skills, knowledge, and exposure that ESL/EFL teachers need in order to apply communicative language teaching (CLT) techniques and improve learners linguistic competence. The review of literature brings into light a broad range of factors that might influence self-effectiveness beliefs of the teachers in a school context, and consequently their teaching outcomes. These factors include supportive organizational culture, collegial interactions, participation in continuous professional learning activities, high-level of English language proficiency, years of teaching experiences, and reflective pedagogical practices. It is also shown how self-efficacious teachers can impact EFL/ESL learners motivation and their academic achievement.