ASIA PACIFIC JOURNAL OF ADVANCED EDUCATION AND TECHNOLOGY
Assessment of Teachers’ Self-Efficacy in the UAE Towards the Development of Teacher Self-Efficacy Blueprint
John Rey L. Torres, PhD, EdD, PhD-EM(cand.)1,
Ronnie L. Torres, OMI, PhD, DBA, DLitt (hc), PDTQM2
https://orcid.org/0009-0009-2475-87251, https://orcid.org/0000-0001-7866-01032
johnreylamatorres@gmail.com1, brorontorres2@gmail.com2
Sharjah International Private School, UAE1, de Mazenod Seminary, Thailand2
DOI: https://doi.org/10.54476/apjaet/93620
Abstract
Teacher self-efficacy (TSE) is a critical factor influencing instructional quality, classroom management, and teacher well-being, particularly in multicultural educational systems. This explanatory sequential mixed-methods study examined the self-efficacy of International Overseas Teachers (IOTs) in the United Arab Emirates (UAE) by integrating quantitative assessment and qualitative thematic analysis. Fifty teachers completed an adapted self-efficacy scale measuring instructional, communication, and organizational domains, while formal classroom observation ratings were collected to determine teaching performance. Findings revealed high instructional and communication self-efficacy and moderately high organizational self-efficacy. Classroom observations indicated “Good to Very Good” performance across engagement, instructional quality, and behavior management. Pearson correlation analysis showed a very weak, non-significant relationship between self-efficacy and performance (r = .13, p = .50). Qualitative data from eight purposefully selected teachers identified two major themes that shaped efficacy beliefs: cultural and linguistic adaptation challenges, and insufficient targeted professional development. These contextual influences help explain why strong self-efficacy did not align consistently with formal performance ratings. Based on integrated findings, the study presents the Teacher Self-Efficacy Blueprint (TSEB), a contextualized framework aligned with Bandura’s four sources of efficacy, offering strategic recommendations for strengthening teacher confidence and effectiveness in diverse UAE classrooms.
Keywords: Bandura; Multicultural Education; Self-Efficacy; Teacher Performance; United Arab Emirates