Examining the path effects of elementary school English teachers’ beliefs, efficacy, decision making and behaviors in teaching English as a foreign language

Abstract

This study examined the interrelationships among professional development activities (PDAs), teaching beliefs (TB), teacher efficacy (TE), decision-making (DM), and teaching behaviors (TBH) among elementary school teachers of English as a foreign language (EFL) in Taiwan. Using a path analysis approach, the study explored how participation in PDAs influenced teachers’ cognition and instructional practices. The findings revealed four key relationships: (1) PDAs positively predicted both TB and DM; (2) DM was positively associated with TB and TE during reflective processes; (3) DM positively predicted TBH; and (4) post-teaching TBH was significantly predicted by TB and DM in reflection, but negatively associated with TE. These results highlight the important role of PDAs in fostering positive teaching beliefs and effective decision-making, which ultimately contribute to teaching behaviors. Notably, the negative association between TE and TBH suggests that higher self-perceptions of teaching efficacy may not always translate to instructional behaviors, particularly in the reflection process. The study emphasizes the value of PDAs not only for teacher development but also for enhancing instructional decision-making and practice. Accordingly, EFL elementary teachers should be encouraged to engage in ongoing professional development activities to strengthen their teaching beliefs, efficacy, and decision-making, which in turn shape their behaviors in the classroom.