3. “The implications of Thai English teachers' perceived English proficiency and efficacy”

Ms. Barbara Best, University of Idaho, USA

(Lecturer, Burapha University)

Because research has shown that teacher’s high English proficiency and teaching efficacy can have positive effects on student achievement, this study will survey Thai English teachers to measure their teaching efficacy and proficiency levels and to see if their self-reported proficiency levels correlate to their self-assessed teaching efficacy. This quantitative-qualitative study will utilize a questionnaire and classroom observations to corroborate a small sample of teachers’ self-reported proficiency and efficacy assessment. The questionnaire will consist of three sections: closed-end questions to gather demographic information, a proficiency and teaching efficacy scale. This will be translated into Thai, with a focus on cultural sensitivity, to make sure that the participants understand the questions and statements. The Common European Framework Reference will be the tool used for the evaluation of proficiency and a modified version of the Teacher Efficacy Scale by Tschannen-Moran, Woolfolk Hoy and Hoy will be used to measure teachers’ efficacy levels. To corroborate the teachers’ self-assessed proficiency and teaching efficacy levels, classroom observations will be employed.

It may be that the results of this research will be drawn upon to create teacher development programs that promote the enrichment of teaching efficacy and proficiency in Thai English teachers.