Purpose

This study aimed at exploring the antecedents of English as a Foreign Language (EFL) teachers' self-efficacy (SE). That is, the main purpose was to deeply delve into the main variables and latent which lead to a high sense of SE among teachers of English as a foreign language.

Design/methodology/approach

A phenomenological inquiry was employed to explore the antecedents of language teachers from their eyes. In this study, the phenomenon is SE antecedents. The researchers employed this method to help identify the meaning behind the human experience as it is related to a phenomenon or notable collective occurrence. A semistructured interview checklist was developed, carefully worded, reviewed by five teacher educators known as experts in qualitative research methodology and teacher education and edited based on the experts' feedback

Findings

The findings showed that the antecedents of SE can be categorized into personal variables, educational variables and institutional variables. Personal variables include verbal intelligence, language proficiency and some other traits. The institutional variables include support from administration, support from colleagues, support from the community and quality of work life. The educational antecedents include preservice and in-service training courses. Preservice training courses included the following: the courses on general language skills, courses on teaching methods, practicum courses, etc.

Originality/value

This study was undertaken in a specific context and the participants are specific. Almost all studies on SE are quantitative, and this qualitative study explored the antecedents of teachers' SE from their own eyes. Some of the explored studies were not mentioned in any of the related studies.

中文翻译：

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探究英语教师教学自我效能感的前因：质性研究

目的

本研究旨在探讨英语作为外语（EFL）教师自我效能感（SE）的前因。也就是说，主要目的是深入研究导致英语作为外语教师高度社会化意识的主要变量和潜在变量。

设计/方法/方法

采用现象学探究从语言教师的角度探索他们的前因。在这项研究中，这种现象是 SE 前因。研究人员采用这种方法来帮助确定人类经历背后的意义，因为它与现象或显着的集体事件有关。半结构化访谈清单是由五名教师教育工作者制定、措辞谨慎、审查的，他们都是定性研究方法和教师教育方面的专家，并根据专家的反馈进行编辑

发现

研究结果表明，社会经济的前因可以分为个人变量、教育变量和制度变量。个人变量包括语言智力、语言能力和其他一些特征。制度变量包括行政支持、同事支持、社区支持和工作生活质量。教育前身包括职前和在职培训课程。职前培训课程包括：通用语言技能课程、教学方法课程、实习课程等。

原创性/价值

这项研究是在特定背景下进行的，参与者是特定的。几乎所有关于社会经济的研究都是定量的，而这项定性研究是从教师自身的角度探讨教师社会经济的前因。在任何相关研究中都没有提到一些探索的研究。