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differs in terms of its strength of expectancy. Self-efficacy might be higher when people are so convinced in what they are capable of doing, but lower when they
were less confident. Self-efficacy also varies in the extent to which success or failure experiences influence efficacy expectancies in a limited specific manner to
other similar behaviors or contexts. This was what Bandura 1986 and Smith 1989 in Maddux 1995 referred to as the generality dimension of self-efficacy.
2.2.2.2 Ban dura’s conception about teachers’ self-efficacy beliefs
Bandura 1986, 1988 and Maddux and Meier 1995 share the beliefs that teachers‘ self-efficacy beliefs influence the affective or emotion in two domains,
the type and intensity of the emotion Maddux, 1995 . O‘Leary and Brown 1995
in addition als o suggest that teachers‘ efficacy beliefs also contribute to the
teachers‘ control over emotional responses. In terms of human cognition, self- efficacy beliefs have influences in four ways; through the goals they set for
themselves, the plans and the strategies to achieve the goals, the development of rules for predicting and influencing the events, and the efficiency and
effectiveness in solving problems Bandura Jourden, 1991 in Maddux, 1995. Teachers‘ self-efficacy beliefs will also determine the kind of environment they
will enter and the kind of activities they will choose to do or not to do Bandura, 1989; Taylor Brown, 1988.
Bandura 1997, in relation to the teacher self-efficacy constructs, suggested that it was not necessary to have a construct which is uniform across various types of
teaching tasks. Based on this he proposed a seven sub-scale measure of self-
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efficacy consisting of 30 items. The subscales are a Efficacy to influence decision making, b Efficacy to influence school resources, c Instructional
efficacy, d disciplinary efficacy, e efficacy to enlist parental involvement, f efficacy to enlist community involvement, and g efficacy to create a positive
school climate Bandura, 1997 Bandura‘s concept of efficacy beliefs has received attention and framed much
recent research in teachers‘ self-efficacy beliefs, including the present research on the junior secondary school
English teachers‘ self-efficacy beliefs in the Indonesian context.
2.2.2.3 Ashton and Web’s teachers’ self-efficacy construct
In line with the general definition of self-efficacy beliefs, researchers had also invested much work into investigating what t
eachers‘ self-efficacy beliefs were. Ashton and Web 1986 were among these researchers. Although they still
subscribed in part to the concept of internalexternal control, they started to implant the principles of Bandura‘s efficacy in their research. In their project
entitled ‗Making a difference‘, they classified efficacy beliefs as having two dimensions, the sense of teaching efficacy and a sense of personal teaching
efficacy . Teachers‘ sense of teaching efficacy is teachers‘ beliefs that teaching does matter so that teaching can influence students‘ learning. Teachers with a
high sense of teaching efficacy believe that all students can learn and in spite of many obstacles, teaching can indeed affect students‘ learning performance. In
contrast, teachers with low sense of teaching efficacy are preoccupied by the
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belief that some students cannot learn and will not learn in school, so that there is nothing teachers can do to affect their learning.
The second dimension of teachers‘ efficacy beliefs is the teachers‘ personal teaching efficacy. This is the dimension that many researchers refer to as the
teachers‘ self-efficacy beliefs. This dimension concerns the teachers‘ self assessment on their own teaching competence Ashton Webb, 1986. It is
teachers‘ perceptions about the extent to which their ability can influence students‘ learning. The level of teachers‘ personal teaching efficacy is influenced
by their beliefs on their own assessment of teaching-related duties, such as their perceived ability in managing the class, applying certain instructional strategies,
and engaging students.
Teachers with a high sense of teaching efficacy will not necessarily have high personal teaching efficacy as well. There is possibility that teachers with high
sense of teaching efficacy will be less efficacious. These teachers believe that teaching does matter in influencing students‘ learning but they believe that they
do not have adequate abilities to make it happen. On the other hand teachers with low sense of teaching efficacy might have high level of personal teaching
efficacy. What happens is that these teachers simply believe that no matter how able they are in teaching, some students will not learn because they cannot learn.
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2.2.2.4 Ashton’s vignette
