This research delves into the intricate dynamics of teacher self-efficacy within the context of English as a Foreign Language (EFL) teacher training courses. The study aims to unravel the factors influencing teacher self-efficacy and assess its impact on teaching practices and professional development. Through a mixed-methods approach, combining surveys and qualitative interviews, this investigation seeks to provide a nuanced understanding of how teacher self-efficacy functions as a pivotal and tractable variable in EFL teacher training. The findings contribute to the broader discourse on teacher empowerment and instructional effectiveness.

Teacher Self-Efficacy, EFL Teacher Training, Empowerment

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