Examining the relationship between language proficiency and self-efficacy among Cypriot teachers of English as a foreign language

The field of English language teaching (ELT) has undergone significant changes in the 21st century, evolving into a Lingua Franca and supplanting French as an official diplomatic language. The concept and practice of ELT have shed light on factors affecting the self-efficacy of EFL teachers. The objective of this study was to evaluate the impact of language proficiency on the self-efficacy of non-native English as a Foreign Language (EFL) teachers in English Language Teaching (ELT) in Northern Cyprus. This study utilized a mixed-method approach incorporating the Foreign Language Learning Anxiety scale as a theoretical framework and conducting interviews on teaching self-efficacy. The study was carried out utilizing online questionnaires and interviews and garnered responses from 45 English as a Foreign Language (EFL) educators, 12 of whom participated in the interviews. According to the study, the self-efficacy of EFL Cypriot teachers in ELT is impacted by their level of English language proficiency. Additionally, they demonstrate a favorable understanding of the relationship between language proficiency, self-efficacy, and ELT. The study revealed that misconceptions regarding attaining native-level proficiency have a detrimental impact on the confidence and anxiety levels of non-native educators. This emphasizes the necessity for professional development initiatives and inclusive educational policies to bolster teacher self-assurance and accommodate diverse linguistic backgrounds.