Résumé:
The study at hand examined Algerian EFL university teachers’ perceptions of self-efficacy, in
four aspects: teaching, research, supervision and learning, for the ultimate objective of finding
out how university teachers’ training programs in Algeria influence their self-efficacy beliefs.
To reach this aim, a questionnaire was designed and administered to fourteen EFL university
teachers at Mohammed Seddik Ben Yahia University in Jijel. Findings revealed that although
the majority of teachers seemed to possess positive and strong self-efficacy beliefs in the
investigated areas, a significant percentage of them showed negative perceptions of selfefficacy
for accomplishing four tasks in teaching, two tasks in research and two other tasks in
supervision. Findings of the fourth section relative to teachers’ self-efficacy beliefs for
learning revealed that a third of teachers perceived their training programs to be poor in such
important sources of strong self-efficacy beliefs as mastery and vicarious learning
experiences, and almost half of them considered the criticism they received from their training
environment to be detrimental to their self-efficacy beliefs. Besides, findings of the study
showed that almost all teachers seemed to be suffering from feelings of inferiority pertinent to
their status as non-native speaker teachers. This allowed us to draw the conclusion that the
aforementioned negative self-efficacy perceptions reported by a number of teachers might be
formed during their training period, that EFL teacher training programs in Algeria are
contributing, at least partially, to implanting negative and weak self-efficacy beliefs among a
relatively important proportion of EFL university teachers and that these programs do not
help prospective teachers in facing such threats to their self-efficacy beliefs as the native
speaker fallacy.
