Marland 1995 opposes by arguing that the way teachers were taught does not merely influence their beliefs. It is more due to their personal experience especially
as teachers. Overwhelming factors formulate teachers‟ belief. A belief which is also called
as a cognition is derived from “schooling, professional coursework, contextual factors,
and classroom practice” Borg: 1997 as cited in Borg: 2003. Schooling factor in this case includes a training program which was experienced by a teacher
during her his role as a learner and a teacher at the past. A belief may be formed and changed as there is a contextual factor, professional coursework, and classroom
practice. The teachers need to adapt what they have believed and what they need to do in a particular context. Teachers may believe that a GTM is old fashioned but in
preparing their students to have a TOEFL, a GTM may be a must to teach.
2.1.1.3 The role of teachers’ beliefs
Teachers‟ belief is acknowledged to play roles on their classroom practices and professional development. Kuzborska 2011: 102 mentions that “teachers‟ belief
influences their goals, procedures, materials, classroom interaction patterns, their roles, their students, and the schools they work in.” More detail, Richards 1998
highlights that a crucial source of teachers‟ classroom practices is their belief structure. Its structure includes the information, attitudes, values, expectations,
theories, and assumptions about teaching and learning that they construct from time to time then extract it then put it into their classroom.
Another function of teachers‟ belief is being the fundamental role in the process of teacher development. Richards, et al. 2001
utter that teachers‟ belief facilitates
the process of conceptualizing teachers‟ professional work. The belief is used as an indicator in promoting themselves either their development inside the place where
they work in carrying out their teaching responsibility school, university or outside seminar, workshop, training.
In line with Richards, et al., in making a decision, teachers use their beliefs as the main indicator. It is based on the nature of extraction process that belief is the
value people get and hold as the most appropriate one. This assumption is cited by Bandura, 1986; Dewey, 1933; Rokeach, 1968 in Nash and King 2011. In addition,
Atkin 1996 states that a belief formulates the creation of principles and practices of a teacher or the environment where the teacher works in. She describes the
relationship among beliefs, principles, and practices as follows.
Figure 2.1 Relationship among beliefs, principles, and practices by Atkin 1996
In the figure, beliefs are put in the same circle with core values since beliefs and values both become the indicator source of decision making.
2.1.2 Factors Influencing Teachers’ Belief about Successful English Learners
