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<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Times New Roman', serif;">Research has found a positive correlation between the English proficiency, teaching self-efficacy and professional development (PD) of English-as-a-Foreign-Language teachers who are L2 speakers of English. Yet, there is scant research on these variables for teachers of other languages teaching in English-speaking countries. This mixed-methods study investigated the connections between perceived English proficiency, self-efficacy in applying professional standards, and PD of secondary-school Chinese language teachers in the State of North Carolina. Quantitative results identified participants&rsquo; perceived English proficiency as a significant predictor of self-efficacy. A significant negative correlation was found between participants&rsquo; perceived English proficiency and PD benefits. Qualitative results indicate that participants&rsquo; self-efficacy and perceptions of the benefits and support of PD were positively impacted by affirmation and emotional support, whereas cultural barriers and lack of PD self-initiation had adverse effects. Analyses of the integrated findings also address the study&rsquo;s implications for teacher educators and researchers.</span></p>

ltrq.2024.45.11.pdf

Original Research 

ltrq.2024.45.11.xml

Exploring the Relationships between Chinese Language Teachers’ Perceived English Proficiency, Teaching Self-Efficacy, and Professional Development