INTERNATIONAL JOURNAL OF LANGUAGE ACADEMY, cilt.11, sa.1, ss.225-248, 2023 (Hakemli Dergi)
This study investigates the effect of epistemological beliefs on in-service EFL teachers' teaching-learning conceptions and sense of self-efficacy. The study used a mixed-method research design. The
quantitative data were collected from 192 in-service teachers working at state schools using the
Turkish versions of the Epistemological Beliefs Questionnaire, Teaching and Learning Conceptions
Questionnaire, and Teacher Sense of Efficacy Scale. Open-ended questions were used to gather
qualitative data from 19 in-service teachers who consented to respond. Descriptive statistical
techniques, regression analysis, and content analysis were used for data analysis. The findings showed
that in-service teachers had considerably more complex beliefs about learning process/expert
knowledge and learning effort than about innate-fixed ability and certainty knowledge. To them,
learning is a process that requires effort, and expert knowledge should be questioned. In-service
teachers mostly have constructivist beliefs as teaching-learning conceptions. However, it can be
concluded from their statements that they also use the strategies of traditional conceptions. They have
high levels of efficacy in all dimensions, particularly in instructional strategies, followed by student
engagement and classroom management. Their epistemological beliefs affected their teaching-learning
conceptions and their self-efficacy. Considering the research process and its results, implications, and
suggestions were formulated for the main stakeholders in language teacher education.