Teachers’ Perceived Strengths and The Strengths Perceived By Other Teachers in The Same Teaching Environment .
Özet
This study authored by Duygu İşpınar Akçayoğlu investigates language teachers' self-perceived strengths alongside the strengths identified by their colleagues within the same educational environment. Utilizing a qualitative research design, the researcher collected data from twenty-five English Language instructors working at a School of Foreign Languages within a state university in southern Turkey using open-ended questionnaires, analyzing the text inductively via content analysis. The findings indicate that instructors' top self-perceived strengths are highly focused on personal traits, including being empathetic, helpful, maintaining good communication, establishing positive rapport with students, and adjusting lessons to student levels and needs. Conversely, the strengths attributed to them by peers were higher in number and more diverse, prominently highlighting excellent communicative relationships, being well-organized, being highly experienced in English teaching, patience, and operating as life-long learners. Importantly, the results demonstrate strong consistency between self-reported strengths and peer evaluations, signaling robust overall teacher self-efficacy. This alignment emphasizes the vital role of social components and collegiate support in reinforcing self-efficacy. Ultimately, the study suggests that cultivating teachers' self-efficacy through targeted interventions optimizes the educational environment, reduces burnout, and enhances institutional instructional quality.
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