| Abstract | 第1-5页 |
| 中文摘要 | 第5-6页 |
| CONTENTS | 第6-9页 |
| Chapter One Introduction | 第9-12页 |
| ·Background | 第9-10页 |
| ·Purpose and significance of the study | 第10页 |
| ·Research questions | 第10-11页 |
| ·Organization of the thesis | 第11-12页 |
| Chapter Two Literature Review | 第12-28页 |
| ·Definitions of terms | 第12页 |
| ·Teacher efficacy | 第12页 |
| ·Perceived English language proficiency | 第12页 |
| ·Bandura’s social cognitive theory | 第12-16页 |
| ·Self-efficacy beliefs | 第13-14页 |
| ·Sources of self-efficacy | 第14-15页 |
| ·Outcome expectation | 第15-16页 |
| ·Importance of teacher efficacy | 第16-17页 |
| ·Teachers’ sense of efficacy and its measurements | 第17-21页 |
| ·Rand studies and Rotter’s lotus of control | 第18页 |
| ·Gibson and Dembo’s Teacher Efficacy Scale | 第18-19页 |
| ·Integrated model and teachers’ sense of efficacy | 第19-21页 |
| ·Studies on English teachers’ sense of efficacy in the TESOL field | 第21-25页 |
| ·Overseas studies on English teachers’ efficacy in the EFL setting | 第21-23页 |
| ·Studies on English Teachers’ efficacy in the Chinese EFL setting | 第23-24页 |
| ·Summary and future direction in teacher efficacy research | 第24-25页 |
| ·Teacher efficacy and some variables | 第25-28页 |
| ·Teacher efficacy and gender | 第25页 |
| ·Teacher efficacy and experience | 第25-26页 |
| ·Teacher efficacy and educational level | 第26页 |
| ·Teacher efficacy and English language proficiency | 第26-28页 |
| Chapter 3 Methods and Procedures | 第28-32页 |
| ·Objectives | 第28页 |
| ·Subjects | 第28页 |
| ·Instrument | 第28-30页 |
| ·Procedures | 第30-32页 |
| ·The current study | 第31页 |
| ·Coding | 第31页 |
| ·Data analysis | 第31-32页 |
| Chapter 4 Results and Discussion | 第32-49页 |
| ·Demographics of the survey participants | 第32-34页 |
| ·Sex | 第32页 |
| ·Age | 第32-33页 |
| ·Teaching experience | 第33-34页 |
| ·Educational level | 第34页 |
| ·Teachers’ self-perceived efficacy in teaching English | 第34-39页 |
| ·Principal component analysis | 第34-39页 |
| ·Levels of teachers’ self-perceived efficacy for oral English use, classroom management, instructional strategies and student engagement | 第39页 |
| ·Summary | 第39页 |
| ·Teachers’ English language proficiency | 第39-47页 |
| ·Current levels of English language proficiency | 第40-43页 |
| ·Desired minimum levels of English language proficiency | 第43-45页 |
| ·Gaps between the current and desired levels of English language proficiency | 第45-47页 |
| ·Relationships between teachers’ self-perceived efficacy in teaching English and the background variables | 第47页 |
| ·Relationships between the current and desired levels of English language proficiency and the selected background variables | 第47-48页 |
| ·Correlations among teachers’ self-perceived efficacy and English language proficiency | 第48-49页 |
| Chapter Five Conclusions and Implications | 第49-55页 |
| ·Conclusions of the study | 第49-51页 |
| ·Research question 1: | 第49-50页 |
| ·Research question 2: | 第50页 |
| ·Research question 3: | 第50-51页 |
| ·Research question 4: | 第51页 |
| ·Implications of the study | 第51-53页 |
| ·Enhance the teachers’ confidence in teaching English | 第51-52页 |
| ·Change the teachers’ attitude in teaching English in the elementary school | 第52页 |
| ·Provide professional development for enhancing teachers’ sense of efficacy in teaching English | 第52-53页 |
| ·Limitations of the study | 第53页 |
| ·Further studies | 第53-55页 |
| Appendix: Questionnaire | 第55-58页 |
| References | 第58-62页 |
| Acknowledgements | 第62页 |
