Self-Efficacy Beliefs of Secondary Teachers in Teaching Language Subjects: A Literature Review

This literature review determines the self-efficacy beliefs of secondary teachers in teaching language subjects as basis for a proposed plan for the welfare of teachers. This also enable the researchers to conceptualize critical points that will boost the morale of teachers through the help of co- teachers and other stakeholders, which will affect self-viability convictions of auxiliary instructors educating in language subjects as featured in the survey of related writing. As defined by different authors, the idea of self-viability has been identified with a massive number of basically significant instructive factors since educators are known to affect student learning and improvement decidedly. Educators with high self-adequacy are known to move toward testing assignments and recuperate from disillusionments and difficulties, though instructors with little viability to try not to challenge circumstances and accept troublesome undertakings are past their abilities (Bandura, 1994).