The Impact of French as A Foreign Language (FFL) Teachers' Self-Efficacy on Their Classroom Performance and The Academic Achievement of Their Secondary School Students

Abstract

This study aims to identify the levels of self-efficacy among French as a Foreign Language (FFL) teacher in secondary schools and the extent of agreement between their self-efficacy, their performance, and the academic achievement of their FFL students.

The study also aims to determine whether there is a statistically significant difference in (FFL) teachers' self-efficacy perceptions based on the variables of gender, academic qualifications, and professional category.

To achieve the objectives of this study, the researcher used a set of tools: (1) A (FFL) teacher self-efficacy scale, (2) A structured observation form, (3) Semi-structured interviews, and (4) The academic records of students learning French as a second foreign language.

The data were collected in two phases: during the first phase, we administered the FFL teacher self-efficacy scale. The study was conducted on a sample of 204 French as a Foreign Language (FFL) teacher in general secondary education across three governorates (Cairo, Gharbeya, and Charkeya). In the second phase, semi-structured interviews and observation forms were used with a subsample of 20 (FFL) teachers.

Statistical analysis revealed that (FFL) teachers have a high level of self-efficacy, with a statistically significant difference between male and female (FFL) teachers in their perception of self-efficacy.

Qualitative analysis of the semi-structured interviews revealed numerous obstacles hindering teacher performance, based on their perceived self-efficacy.

In short, this study has significant pedagogical implications for FFL teacher training. It also provides a series of recommendations related to FFL teacher training, FFL teaching and learning, and FFL textbooks at the secondary level