The present study explores the relationship between teacher-efficacy and selected teacher variables, such as teachers’ demographic variables, self-efficacy, English proficiency, and teacher training experiences, of Korean English teachers. The study employed four questionnaires including Sherer et al.’s (1982) General Self-Efficacy Scale, Tschannen-Moran and Woolfolk-Hoy’s (2001) Teachers’ Sense of Efficacy Scale, Chacon’s (2002) Self-Reported English Proficiency Scale, and background information. The participants of the study were 120 Korean English teachers. The main findings of the study indicate that the participants’ standardized English proficiency scores exerted no significant influence on their teacher-efficacy. Yet, the teachers’ self-assessed English proficiency levels accounted for a significant amount of additional variance of their teacher-efficacy after controlling the variance explained by their self-efficacy, suggesting the significant impact of teachers’ positive assessment of their own English proficiency on their teacher-efficacy, regardless of their actual English proficiency. The study results also suggest that teachers’ professional training experiences generally contribute to their teacher-efficacy. Discussions and suggestions for future research are provided.

I. 서론
 II. 이론적 배경
  1. 교사효능감(teacher-efficacy)의 정의
  2. 교사효능감에 영향을 미치는 요인들
 III. 연구 방법
  1. 연구 참여자 및 자료 수집 절차
  2. 연구 도구
  3. 자료 분석
 IV. 연구 결과
  1. 교사변인 및 학교변인에 따른 교사효능감 차이
  2. 일반적 자기효능감 및 영어능숙도에 따른 교사효능감의 차이
  3. 영어 관련 직무 연수 참여 횟수에 따른 교사효능감의 차이
 V. 논의 및 시사점
 참고문헌
 부록

• 장지현(한국외국어대학교) | Jang, Jihyun 제1저자
• 임현우(한국외국어대학교) | Lim, Hyun-Woo 교신저자