Pedagogical Research

• Ahmad, A., & Safaria, T. (2013). Effects of self-efficacy on students’ academic performance. Journal of Educational, Health and Community Psychology, 2(1), 19-25. https://www.researchgate.net/publication/263162945_
• Ahmed, S. O. M., & Abdullah, L. A. H. (2024). Investigating the correlation between EFL teachers’ self-efficacy and teaching performance: A context study of New Horizon Center’s teachers. Journal of Education Faculties, 18(2), 1-15. https://doi.org/10.47372/jef.(2024)18.2.107
• Ain, Q., & He, J.-H. (2019). on two-scale dimension and its applications. Thermal Science, 23(3), 1707-1712. https://doi.org/10.2298/TSCI190408138A
• Ajaj, I. E. (2023). The effectiveness of interactive teaching strategies in teaching English language. Journal of Al-Farahidi’s Arts, 15(52), 1-12. https://doi.org/10.51990/jaa.15.52.2.25
• Ajoke, A. R. (2017). The importance of instructional materials in teaching English as a second language. International Journal of Humanities and Social Science Invention, 6(9), 36-44.
• Alibakhshi, G., Nikdel, F., & Labbafi, A. (2020). Exploring the consequences of teachers’ self-efficacy: A case of teachers of English as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 5, Article 23. https://doi.org/10.1186/s40862-020-00102-1
• Amalia, N. (2025). Perceptual alignment: Investigating EFL teachers’ perspectives on students’ writing difficulties. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 5(1), 26-40. https://doi.org/10.37304/ebony.v5i1.18696
• Annisa, N., & Yunita, W. (2025). Exploring the strategies used by English teachers in teaching writing for junior high school students at Kota Bengkulu. Journal of English Teaching, 11(1), 1-10. https://doi.org/10.33541/jet.v11i1.6447
• Ascetta, K., & Harn, B. (2022). Understanding the impact of teachers' language skills on professional development. HS Dialog: The Research to Practice Journal for the Early Childhood Field, 25(1), 69-72. https://doi.org/10.55370/hsdialog.v25i1.1391
• Atasoy, A. (2021). The relationship between writing self-efficacy and writing skill: A Meta-analysis study. Education and Science, 46(208), 213-236. https://doi.org/10.15390/EB.2021.10024
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• Begum, F. U., & Hamzah, M. H. B. (2018). The relationship between self-efficacy on teaching reading comprehension skills among secondary schools teachers in Telangana State, India. Journal of English Educators Society, 3(2), 197-204. https://doi.org/10.21070/jees.v3i2.1280
• Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. Professional Educator, 26(1), 13-22.
• Brody, C. J., & Dietz, J. (1997). On the dimensionality of two-question format likert attitude scales. Social Science Research, 26(2), 197-204. https://doi.org/10.1006/ssre.1997.0594
• Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
• Chacon, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272. https://doi.org/10.1016/j.tate.2005.01.001
• Channawar & Jha, M. (2024). The effect of teacher self-efficacy on burnout of high school teachers of South Bastar District Chhattisgarh. International Journal of Science and Humanities, 1(12), 1-10.
• Choi, E., & Lee, J. (2017). EFL teachers’ self-efficacy and teaching practices. ELT Journal, 72(2), 175-186. https://doi.org/10.1093/elt/ccx046
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053
• Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
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• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
• Das, S. (2024). Questionnaire: An overview. The Academic: International Journal of Multidisciplinary Research 2(5), 681-689. https://theacademic.in/wp-content/uploads/2024/06/60.pdf
• Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25-36. https://doi.org/10.46809/jpse.v2i2.20
• Dignath, C., & Veenman, M. V. J. (2020). The role of direct strategy instruction and indirect activation of self-regulated learning: Evidence from classroom observation studies. Educational Psychology Review, 33, 489-533. https://doi.org/10.1007/s10648-020-09534-0
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• Eslami, Z. R., & Fatahi, A. (2008). Teachers’ sense of self-efficacy, English proficiency, and instructional strategies: A study of nonnative EFL teachers in Iran. Teaching English as a Second or Foreign Language, 11(4), 1-19.
• Felicity, M. (2018). Effect of instructional strategies on the teaching and acquisition of listening skills in Kiswahili language. International Journal of Education, 6(2), 45-54.
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• Granström, M., Kikas, E., & Eisenschmidt, E. (2023). Classroom observations: How do teachers teach learning strategies? Frontiers in Education, 8, Article 1119519. https://doi.org/10.3389/feduc.2023.1119519
• Grix, J. (2004). The foundations of research (1st ed.). Bloomsbury Academic Press.
• Guerra, P. L., & Wubbena, Z. C. (2017). Teacher beliefs and classroom practices. The Educational Forum, 81(1), 27-47. https://doi.org/10.1080/00131725.2017.1280754
• Han, F. (2021). The relations between teaching strategies, students' engagement in learning, and teachers' self-concept. Sustainability, 13(9), Article 5020. https://doi.org/10.3390/su13095020
• Hayati, A. R., Afriani, Z. L., & Akbarjono, A. (2021). Teacher’s teaching strategies in EFL class. Journal of Development and Innovation in Language and Literature Education, 1(3), 115-122.
• Jagdish, J., & Getachew, M. (2023). EFL teachers’ beliefs about grammar teaching a classroom implementation: Focus on Ankesha Senior Secondary and Preparatory School teachers in Ethiopia. Tuijin Jishu/Journal of Propulsion Technology, 44(2), 1034-1039. https://doi.org/10.52783/tjjpt.v44.i2.992
• Julius, S. J. (2020). A study on the relationship between self-esteem and self-efficacy among college students. International Journal of Indian Psychology, 10(2), 1537-1540.
• Khan, A., Fleva, E., & Qazi, T. (2015). Role of self-esteem and general self-efficacy in teachers’ efficacy in primary schools. Psychology, 6(1), 117-125. https://doi.org/10.4236/psych.2015.61010
• Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), Article 26. https://doi.org/10.5430/ijhe.v6n5p26
• Kumaravadivelu, B. (2003). Beyond methods: Macro strategies for language teaching. Yale University Press. https://doi.org/10.2307/j.ctt1np6r2
• Laizer, N., Abdi, B., & Mashingia, K. J. (2022). Teachers perception towards effectiveness of teaching practice in improving student teachers teaching skills in Monduli District, Tanzania. British Journal of Education, 10(12), 77-89. https://doi.org/10.37745/bje.2013/vol10n127789
• Marlina, R., & Roby, T. (2018). Teaching language skills. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (1st ed.). Wiley. https://doi.org/10.1002/9781118784235.eelt0665
• Mekasha, T. T. (2024). Beliefs and practices of teaching grammar through focus-on-form and context: The case of EFL teachers in Ethiopia preparatory schools. Science Journal of Education, 12(6), 114-129. https://doi.org/10.11648/j.sjedu.20241206.12
• Michael, D., Tsigilis, N., Michaelidou, V., Gregoriadis, A., Charalambous, V., & Vrasidas, C. (2024). Evaluating the classroom environment: Multilevel validation and measurement invariance of classroom behavioral climate. Journal of Psychoeducational Assessment, 42(5), 512–526. https://doi.org/10.1177/07342829241242350
• Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417-442. https://doi.org/10.1111/j.1467-9922.2007.00421.x
• Mustika, U., & Wardah, W. (2021). An analysis of teacher’s strategies in teaching English. Journal of English Education Program, 2(1), 1-10. https://doi.org/10.26418/jeep.v2i1.43003
• Octavia, N., Astutik, Y., & Rahayu, E. M. (2023). Teacher’ teaching strategies for teaching speaking skills at junior high school. Borneo Educational Journal (Borju), 5(1), 37-47. https://doi.org/10.24903/bej.v5i1.1107
• Oluwagbemi, A. (2024). Factors affecting the effective implementation of English language curriculum in senior secondary schools. SSRN. https://doi.org/10.2139/ssrn.5476254
• Oluka, A. (2025). Phenomenological research strategy: Descriptive and interpretive approaches. F1000Research, 14, Article 725. https://doi.org/10.12688/f1000research.166273.1
• Pathak, V. C. (2017). Phenomenological research: A study of lived experiences. International Journal of Advance Research and Innovative Ideas In Education, 3(1), 1719-1722.
• Pham, A. T. (2022). What makes a good EFL teacher: A reference for language teacher education. Journal of Language and Linguistic Studies, 18(1), 150-159.
• Pradhani, R. C. (2025). The role of four skills in teaching and learning: An integrated approach to second language acquisition. The Voice of Creative Research, 7(3), 48-68. https://doi.org/10.53032/tvcr/2025.v7n3.05
• Raikhapoor (2019). Teachers’ beliefs and practices on teaching grammar. Advances in Social Science, Education and Humanities Research, 414, 128-133. https://doi.org/10.2991/assehr.k.200306.022
• Rehman, A. A., & Alharthi, K. (2016). An introduction to research paradigms. International Journal of Education Investigation, 3(8), 2410-3446.
• Rembe, S., Shumba, J., & Mavuso, M. (2016). Teaching practice purpose and implementation: A concept paper. International Journal of Educational Sciences, 13(3), 310-317.
• Rowe, A., Titterington, J., Holmes, J., Henry, L., & Taggart, L. (2021). A classroom intervention targeting working memory, attention and language skills: A cluster randomised feasibility trial. Pilot and Feasibility Studies, 7(1), Article 45. https://doi.org/10.1186/s40814-021-00771-w
• Sarstedt, M., & Mooi, E. (2014). Regression analysis. In M. Sarstedt & E. Mooi (Eds.),, A concise guide to market research (pp. 193-233). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-53965-7_7
• Scotland, J. (2012). Exploring the Philosophical Underpinnings of Research: Relating Ontology and Epistemology to the Methodology and Methods of the Scientific, Interpretive, and Critical Research Paradigms. English Language Teaching, 5(9), 9-16. https://doi.org/10.5539/elt.v5n9p9
• Sena, H. U. O. (2025). The cross-cultural approach to language teaching and learning: An analysis of teaching practices for ELL classrooms. International Journal on Studies in English Language and Literature, 13(11), 1-7. https://doi.org/10.20431/2347-3134.1311001
• Shapaka, R. K. (2024). The effect of teachers’ instructional strategies on the teaching of reading comprehension in English as a second language. European Journal of English Language Teaching, 9(4), 1-12. https://doi.org/10.46827/ejel.v9i4.5601
• Shi, X. (2024). Effective strategies and teaching methods for developing practical English skills. The Educational Review, USA, 8(4), 531-535. https://doi.org/10.26855/er.2024.04.006
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APA

Baguko, S. B., & Taye, B. A. (2026). English language teachers’ self-efficacy and teaching practice in Ethiopian secondary schools: A mixed-method study design of language teaching skills and instructional strategies. Pedagogical Research, 11(3), em0279. https://doi.org/10.29333/pr/19014

Vancouver

Baguko SB, Taye BA. English language teachers’ self-efficacy and teaching practice in Ethiopian secondary schools: A mixed-method study design of language teaching skills and instructional strategies. PEDAGOGICAL RES. 2026;11(3):em0279. https://doi.org/10.29333/pr/19014

AMA

Baguko SB, Taye BA. English language teachers’ self-efficacy and teaching practice in Ethiopian secondary schools: A mixed-method study design of language teaching skills and instructional strategies. PEDAGOGICAL RES. 2026;11(3), em0279. https://doi.org/10.29333/pr/19014

Chicago

Baguko, Shewa Basizew, and Bekalu Atnafu Taye. "English language teachers’ self-efficacy and teaching practice in Ethiopian secondary schools: A mixed-method study design of language teaching skills and instructional strategies". Pedagogical Research 2026 11 no. 3 (2026): em0279. https://doi.org/10.29333/pr/19014

Harvard

Baguko, S. B., and Taye, B. A. (2026). English language teachers’ self-efficacy and teaching practice in Ethiopian secondary schools: A mixed-method study design of language teaching skills and instructional strategies. Pedagogical Research, 11(3), em0279. https://doi.org/10.29333/pr/19014

MLA

Baguko, Shewa Basizew et al. "English language teachers’ self-efficacy and teaching practice in Ethiopian secondary schools: A mixed-method study design of language teaching skills and instructional strategies". Pedagogical Research, vol. 11, no. 3, 2026, em0279. https://doi.org/10.29333/pr/19014