ASSESSMENT OF TEACHERS’ SELF-EFFICACY BELIEFS AND THE IMPLEMENTATION OF COMMUNICATIVE GRAMMAR: THE CASE OF ENGLISH LANGUAGE TEACHERS IN SEVEN SELECTED HIGH SCHOOLS OF CHENCHA WEREDa

Abstract

The main objective of this study was to assess Teachers’ self-efficacy Beliefs and the implementation of Communicative Grammar at the classroom level. It was also aimed to identify the relationship between teachers’ self-efficacy beliefs concerning communicative grammar teaching. In order to address the objective of the study, a descriptive survey design and quantitative approach were used. The study was conducted on seven high schools. A Questionnaire and Classroom Observation were used to collect data for the study. Questionnaires were administered to EFL teachers, and observations were made by the researcher with an objective checklist. 30 English teachers from the seven schools responded to the questionnaire, and four teacher’s grammar lessons were observed three times, on various days. The data was analyzed and interpreted holistically according to the issues raised under each research question. The findings revealed that the teachers have negative self-efficacy beliefs to implement communicative grammar teaching principles. Similarly, the classroom observation attested that almost all the observed teachers had shown a greater preference to the traditional grammar teaching approach than the communicative grammar teaching approach. The results from the co relational statistics showed that EFL teachers’ self-efficacy beliefs had a predictive effect on the implementation of communicative grammar at the classroom level. Subsequently it is suggested that EFL teachers should play their role in understanding and using the principles of communicative grammar teaching in classroom situations.