The present study aimed at investigating the relationship between teachers’ self-efficacy perceptions and their instructional practices. The mediatory role of the teachers’ occupational characteristics such as their disciplines was also examined. For this purpose, a total of 70 teachers from the soft science, hard science and English language teaching (ELT) disciplines were compared. This study was situated within a mixed-methods design in which questionnaires as well as observation and semi-structured interviews were used to measure the efficacy-teaching practice. Results of Pearson correlation coefficients revealed that the self-efficacy of soft science and hard science teachers was significantly correlated with their teaching practice, with the ELT teachers’ efficacy-teaching relation not reaching a statistical significance. Results obtained from the observation and interviews further explained the teachers’ practices and the challenges that they faced in their classroom practices. Findings are discussed in light of both individual and societal perspective, offering important implications for the classrooms.

中文翻译：

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在职软学科，硬学科和EFL教师的自我效能与教学实践之间的关系

本研究旨在调查教师的自我效能感与其教学实践之间的关系。还研究了教师职业特征（如学科）的中介作用。为此，对来自软科学，硬科学和英语教学（ELT）学科的70名教师进行了比较。这项研究位于一种混合方法设计中，在该设计中，使用问卷以及观察和半结构化访谈来衡量有效性教学实践。皮尔森相关系数的结果显示，软科学和硬科学教师的自我效能与他们的教学实践显着相关，而ELT教师的效能与教学的关系没有统计学意义。通过观察和访谈获得的结果进一步解释了教师的做法以及他们在课堂实践中面临的挑战。研究结果从个人和社会角度进行了讨论，为课堂教学提供了重要的启示。