The main purpose of this longitudinal mixed methods study is to investigate teachers’ self-efficacy and job satisfaction beliefs in Oman, from the perspective of novice and experienced English language teachers in a college of technology. The study also investigates patterns of changes in teachers’ self-efficacy (TSE) and satisfaction (JS). Using a short-term longitudinal study, five online diary surveys were filled by 84 teachers in the course of one semester. Data were collected quantitatively and qualitatively using validated measures of teacher self-efficacy and job satisfaction. This study revealed non-significant change in TSE and JS over time. Differences in TSE and JS beliefs were observed between teachers with 1 to 3 and teachers with more than 21 years of teaching experience, specifically in selecting what strategies to employ in their teaching. The qualitative findings showed that teachers with high self-efficacy had the ability to select the right instructional strategies, maintain control in the class, emphasize students’ willingness to take responsibility for their learning; were highly engaged; and ensured teacher- student relationships existed and maintained. Additionally, teachers’ satisfaction was mainly affected by their sense of achievement and workplace environment. Bandura’s self-efficacy theory suggests that self-efficacy may be malleable early in learning and, therefore, this indicates that if teacher self-efficacy is well established early on in the teaching career, a strong long-term sense of efficacy can be developed. In-service training and staff development programs can be the solution to strengthen teachers’ belief in their abilities, as the qualitative results suggested. A student engagement scale (ESS) was created in order to explore links with teachers’ self-efficacy. Data were collected from students whose teachers participated in the online diaries (n=838). The ESS was found to be reliable (α =.87). A non-significant relationship between students’ perception of their engagement and their teachers’ beliefs in engaging them was reported.

The main purpose of this longitudinal mixed methods study is to investigate teachers’ self-efficacy and job satisfaction beliefs in Oman, from the perspective of novice and experienced English language teachers in a college of technology. The study also investigates patterns of changes in teachers’ ...