Résumé:
As a matter of fact, teachers play a central role in the educational context. Within the classroom situation, teachers are responsible for transmitting knowledge, building constructive learning environment and most importantly being a model for his/her students. In this case, what really matters is finding a teacher who is self-confident of his own capabilities to promote their students’ academic success. In this concern, the present dissertation tends to explore whether teachers at the English department are self-efficacious or not, and aims at investigating namely the impact of teacher self-efficacy on students’ motivation. At this end, the case study used is first year LMD students of the English department at the University of Guelma. This study attempts to discover the relationship between the two variables by hypothesizing that if teachers are highly self-efficacious, the students’ learning motivation would increase. So, for the sake of confirming this hypothesis, we have used a quantitative descriptive method that aimed at getting valuable data from the students’ questionnaire, which was distributed to 150 students from the whole population that contains 245 students. The findings of the present dissertation revealed that teachers at the English department are highly efficacious; besides, the results obtained from the questionnaire strongly advocate the reasonably positive correlation between teacher self-efficacy and students’ learning motivation. Accordingly, we believe that teachers should be aware about the positive correlation between their self-efficacy and learners’ motivation. Thus, we advocate the importance of developing strong self-efficacy beliefs for teachers as an effective strategy that contributes to raising students’ motivation.
