English Language Teachers’ Self-Efficacy in Methodology of Teaching Writing, as Writer and Writing Performance The Case of Seven Secondary Schools in Hawassa City Administration

Abstract

The purpose of this study was to examine Grade-Eleven English language teachers‟ self-efficacy inthe methodology of teaching writing, their efficacy as writers, and the relationship with their writingperformance. To answer the research questions of the study, the researchers applied cross-sectional descriptiveand correlational designs as well as a quantitative approach. We also used a comprehensivesampling technique to incorporate 104 English language teachers of Grade 11 from seven schools inHawassa City Administration. Additionally, we employed a questionnaire and wring test to gather relevantdata from the 104 respondents who filled out the questionnaires and wrote the writing test. To analyse thedata, we used descriptive statistics and the coefficient of Pearson‟s correlation, using SPSS (IBM version 24).The result revealed that Grade Eleven English language teachers had dependable self-efficacy in teachingmethodology by applying different strategies and steps in teaching writing. Besides, they held commendableself-efficacy as writers. However, there was no significant association (p=.625) between the teachers‟ self-efficacyas writers and their writing performance. Thus, the researchers concluded that English languageteachers might label themselves as efficient in teaching methodology and as writers. Nevertheless, this maynot be a guarantee unless writing proficiency is attested. Finally, we recommended that English languageteachers should strive to bridge the gap by linking the dependable efficacy in teaching methodology with theactual classroom situation. They should also make genuine discourse and give due attention to realisticimplementation.