Self-Efficacy Beliefs of Novice French as a Second Language Teachers - A Case Study of Ontario Teachers

Oct 15, 2026

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This study examines how novice elementary French as a second language (FSL) teachers assess their self-efficacy. A mixed methods approach investigates core French (n=14) and French immersion (n=13) teachers delivering instruction in FSL programs. A questionnaire measures perceived efficacy across general teaching methodology, second language pedagogy, language proficiency, and cultural knowledge. Results show low confidence at program completion, with increased confidence after classroom experience. French immersion teachers report higher efficacy than core French teachers across all categories, and implications for FSL preparation are discussed.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Core French and French Immersion Programs in Canada

Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers Shelley Cooke Western University Farahnaz Faez Western University Abstract The purpose of this study was to examine the self-efficacy beliefs of novice elementary French as a second language (FSL) teachers. A mixed methods approach was used to investigate self-efficacy appraisals of core French (n = 14) and French immersion (n = 13) teachers in delivering instruction in FSL programs. A questionnaire was administered that explored teachers’ self-perceived efficacy in four categories: general teaching methodology, second language pedagogy, language proficiency, and cultural knowledge. Findings revealed that both groups of participants did not perceive themselves to be particularly confident in delivering instruction upon completion of their teacher education programs. The selfperceived confidence in FSL teaching abilities of both groups increased with classroom experience. However, French immersion teachers reported a higher sense of efficacy than their core French colleagues in all four categories. Implications of the findings for core French and French immersion programs as well as FSL teacher preparation programs are discussed. Résumé Cette étude a examiné les perceptions d’efficacité personnelle d’enseignants du français langue seconde (FLS) novices à l’élémentaire. Afin d’examiner les évaluations d’efficacité personnelle d’enseignants du français-cadre (n = 14) et d’immersion française (n = 13) quant à leur enseignement des programmes de FLS, une approche de méthodes mixtes a été adoptée. Un questionnaire, explorant les perceptions personnelles d’efficacité selon quatre catégories : méthodologie générale d’enseignement, didactique de la langue seconde, compétence langagière et savoir culturel, a été administré . Les résultats ont révélé que les deux groupes de participants ne se percevaient pas comme étant particulièrement confiants quant à leur enseignement à la fin de leur programme de formation d’enseignants. Les perceptions de confiance des deux groupes ont augmenté envers leurs habiletésd’enseignement du FLS avec l’expérience en salle de classe. Néanmoins, les enseignants d’immersion française rapportaient un sentiment de confiance plus élevé que leurs collèguesen français-cadre dans les quatre catégories. Les implications des résultats pour les programmes du français-cadre et de l’immersion française, ainsi que pour les programmes de formation d’enseignants du FLS seront traitées. The Canadian Journal of Applied Linguistics: 21, 2 (2018): 1-18 CJAL * RCLA Cooke & Faez 2 Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers Introduction In order to be successful in the classroom, teachers require more than just knowledge of content and pedagogy (Knoblauch & Woolfolk Hoy, 2008) . A strong sense of efficacy—“one’s belief in his or her capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context”(Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998, p. 233)—appears to be one of the most important qualities of effective teachers (Henson, 2001) . Teachers’beliefs regarding their capabilities in the classroom have been shown to have a notable impact on the entire educational process. These views influence teachers’ instructional practices (Gibson & Dembo, 1984) ; their classroom behaviour (Tschannen-Moran et al., 1998) ; and the classroom environment they create (Bandura, 1997) . Teacher efficacy is also linked to students’achievement (Ross, 1998; Swanson, 2014) and motivation (Tschannen-Moran et al., 1998) . Swanson (2010) reported that teacher efficacy is further linked to teachers’decisions to remain in or leave the profession, a significant finding given the shortage of French as a second language (FSL) teachers in Canada, the context of this study. Equally important is the fact

FAQs

What is the main purpose of the study?

To examine novice elementary FSL teachers’ self-efficacy beliefs and how confident they feel in delivering instruction in FSL programs.

How did the researchers compare teacher groups?

They used a mixed methods approach and administered a questionnaire to core French teachers (n=14) and French immersion teachers (n=13), evaluating four efficacy categories.

What factors increased teachers’ confidence over time?

Teachers’ self-perceived confidence increased with classroom experience, though both groups reported low confidence upon completing their teacher education programs.

Oct 15, 2026

Uploaded by Fans