Bandura (in: Pajares and Urdan, Self-efficacy beliefs of adolescents, Information Age, Greenwich, 2006) suggested that efficacy beliefs should be considered in relation to key challenges within a (teaching) context. As part of a larger project on the teacher efficacy beliefs of Japanese high-school teachers of English (JTEs), this paper reports exploratory findings of (i) the key domains of challenge in which JTEs’ teacher efficacy beliefs operate; and (ii) sources of information that may influence the formation and substance of those beliefs. Data from interviews with six purposively selected participants were analysed using a theoretical thematic analysis approach. Eight domains of teacher challenge were identified, comprised of individual and collective dimensions of teacher efficacy towards L2 usage, L2 instruction and teacher collaboration. Collaborative action was found to be a key challenge, suggesting that professional development should focus on strengthening JTEs’ beliefs about collective capability. Results suggest that social feedback by colleagues is a key source of efficacy, especially for novices. This may reflect cultural influences in the Japanese context. Personal and vicarious experiences of teaching were also identified as efficacy-forming sources. It seems also that past learning experiences act as sources of efficacy information, something future studies might explore.

中文翻译：

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探索针对日本高中英语教师的教师效能信念运作的关键领域

班杜拉（Bandura）（在：Pajares和Urdan，青少年的自我效能感，信息时代，格林威治，2006年）建议，在（教学）情境中应考虑与关键挑战相关的效能感。作为有关日本高中英语教师（JTE）的教师效能信念的较大项目的一部分，本文报告了以下探索性发现：（i）从事JTE教师效能信念的主要挑战领域；（ii）可能影响这些信念的形成和实质的信息来源。使用理论主题分析方法分析了来自六个有意选择的参与者的访谈数据。确定了教师挑战的八个领域，包括教师对第二语言使用，第二语言教学和教师协作的效能的个体和集体维度。人们发现，协作行动是一项关键挑战，这表明专业发展应着重于加强JTE对集体能力的信念。结果表明，同事的社会反馈是功效的关键来源，特别是对于新手。这可能反映了日本背景下的文化影响。个人和替代的教学经验也被确定为形成疗效的来源。似乎以前的学习经历是功效信息的来源，将来的研究可能会探索这一点。这可能反映了日本背景下的文化影响。个人和替代的教学经验也被确定为形成疗效的来源。似乎以前的学习经历是功效信息的来源，将来的研究可能会探索这一点。这可能反映了日本背景下的文化影响。个人和替代的教学经验也被确定为形成疗效的来源。似乎以前的学习经历是功效信息的来源，将来的研究可能会探索这一点。