Self-Efficacy of Pre-Service English Teachers From Asia Studying in Poland

The purpose of this exploratory study was to investigate the self-efficacy of Asian pre-service teachers enrolled in a Master’ s program in Poland. The concept of self-efficacy is rooted in Bandura’ s social-cognitive theory of behavioral change (Bandura, 1977). Self-efficacy has been shown to play a vital role in how teachers accomplish their goals, manage tasks, and approach instructional challenges. Teachers with low self-efficacy tend to avoid difficult tasks, develop negative attitudes, and lack confidence in their abilities. In contrast, those with high self-efficacy are more likely to embrace challenges and engage enthusiastically in their professional activities (Hussain, 2022). Using semi-structured interviews with 8 participants, the study found that practical experiences gained through small teaching successes, as well as vicarious experiences from observing local mentor teachers, significantly enhanced the participants’ self-efficacy. The findings contribute to a deeper understanding of how cross-cultural Asian pre-service English teachers develop self-efficacy when teaching in a foreign environment with different cultural norms. The study also identifies key factors that influence their confidence and instructional effectiveness in such contexts.