This correlational study focuses on the influence of teacher-perceived school climate on the self-efficacy of teachers working in a culturally foreign environment. Bandura’s Social Cognitive Theory guides the study. Teachers who work in private and public schools in Abu Dhabi participated in the study. Teachers were surveyed using the School Climate Index to collect information about their perceptions of their school climate and the Teacher Sense of Efficacy Scale was used to gather information about their self-efficacy. The study found that there is a positive correlation between the overall school climate and teachers’ self-efficacy as well as between three dimensions of school climate (collegial leadership, teacher professionalism, and community engagement) and teachers’ self-efficacy. The results also found that outcome of teachers’ self-efficacy, which is the dependent variable, can be predicted by the overall school climate. However, only collegial leadership and teacher professionalism were significant predictors for teacher self-efficacy in a multiple regression analysis. It can also be noted that despite being added to the predictive model, the impact of community engagement and academic press is not statistically significant. Implications of the study for enhancing self-efficacy among culturally foreign teachers are discussed.

这项相关研究侧重于教师感知的学校氛围对在异国文化环境中工作的教师自我效能的影响。班杜拉的社会认知理论指导了这项研究。在阿布扎比私立和公立学校工作的教师参与了这项研究。使用学校气候指数对教师进行调查，以收集有关他们对学校气候的看法的信息，并使用教师效能感量表来收集有关其自我效能的信息。研究发现，学校整体氛围与教师自我效能感之间，以及学校氛围的三个维度（大学领导力、教师专业精神和社区参与）与教师自我效能感之间存在正相关关系。结果还发现，作为因变量的教师自我效能感的结果可以通过整体学校氛围来预测。然而，在多元回归分析中，只有大学领导力和教师专业精神是教师自我效能感的重要预测因素。还可以注意到，尽管被添加到预测模型中，但社区参与和学术媒体的影响在统计上并不显着。讨论了该研究对提高文化外教的自我效能感的意义。还可以注意到，尽管被添加到预测模型中，但社区参与和学术媒体的影响在统计上并不显着。讨论了该研究对提高文化外教的自我效能感的意义。还可以注意到，尽管被添加到预测模型中，但社区参与和学术媒体的影响在统计上并不显着。讨论了该研究对提高文化外教的自我效能感的意义。