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 in
the methodology of teaching writing, their efficacy as writers, and the relationship with their writing
performance. To answer the research questions of the study, the researchers applied cross-sectional descriptive
and correlational designs as well as a quantitative approach. We also used a comprehensive
sampling technique to incorporate 104 English language teachers of Grade 11 from seven schools in
Hawassa City Administration. Additionally, we employed a questionnaire and wring test to gather relevant
data from the 104 respondents who filled out the questionnaires and wrote the writing test. To analyse the
data, 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 teaching
methodology by applying different strategies and steps in teaching writing. Besides, they held commendable
self-efficacy as writers. However, there was no significant association (p=.625) between the teachers‟ self-efficacy
as writers and their writing performance. Thus, the researchers concluded that English language
teachers might label themselves as efficient in teaching methodology and as writers. Nevertheless, this may
not be a guarantee unless writing proficiency is attested. Finally, we recommended that English language
teachers should strive to bridge the gap by linking the dependable efficacy in teaching methodology with the
actual classroom situation. They should also make genuine discourse and give due attention to realistic
implementation.