Relationship of Teaching Efficiency with Academic Self-Efficacy and Self-Directed Learning among English Language Students: University Students’ Perspectives

Introduction: Self-directed learning is originated from adult education which has currently gained a special place in educational systems and is influenced by many variables such as teaching self-efficacy and self-directed learning. This research investigated the relationship of teachers’ teaching with academic self-efficacy and self-directed learning from English language students' perspectives.

Methods: The population of this correlational study comprised of all bachelor, master and Ph.D. English language students of Allameh Tabataba’i University (2014-2015) who had passed at least one semester. A total of 159 students were selected as study sample using Cochran formula and proportional stratified sampling. The data were collected through three standard questionnaires with confirmed validity and reliability. Data were analyzed by one-sample t-test, Pearson correlation and multiple regression.

Results: With regard to teaching efficiency, content presentation, learning evaluation and class management skills were higher than average and lesson planning and control over content skills were at an average level. Also, all dimensions of academic self-efficacy and self-directed learning were significantly higher than average. The correlation between teaching efficiency and self-efficacy (r=0.367) and self-directed learning (r=0.571), and between self-efficacy and self-directed learning (r=0.523) was statistically significant (P<0.01). Moreover, a combination of teaching efficiency dimensions could predict different dimensions of self-efficacy and all components of self-directed learning. Furthermore, self-efficacy dimensions were good predictors of self-directed learning.

Conclusion: Success in the realm of academia and organizational learning depends on the learners’ updated knowledge and skills and self-directed learning. Also, it seems teachers’ efficient teaching affects students’ academic self-efficacy, orienting them toward self-directed learning.