significant positive relationship between teachers degree of self-regulation and their sense of self-efficacy, according to recent studies, EFL

teachers interpersonal intelligence is significantly associated with their self-efficacy perceptions (Moafian and Ghanizadeh 2010)
Schunk (1989) theorised a dynamic interplay between individuals goal setting and their perceptions of self-efficacy. The argument is that when individuals set explicit goals for themselves, they experience a sense of success more promptly, leading to greater selfefficacy. Alternatively, increased self-efficacy can also be seen as leading to the setting of more challenging ultimate goals. Zimmerman, Bandura and Martinez-Ponz (1992) hypothesised that perceived self-efficacy influences achievement, either directly or indirectly, via the impact on self-set goals. They contended that perceived self-efficacy influences the level of goal challenge people set for themselves, the amount of effort they mobilise, and their persistence in the face of difficulties (664). The relationship between self-efficacy and mastery goal orientation goals to improve competence in teaching and master the teaching task against self-set standards (Yesim, Sungur and Uzuntiryaki 2009) implies that teachers commitment to developing mastery of teaching practice will tend to enhance their self-efficacy beliefs. on the grounds that teacher self-efficacy has been found to be associated with higher degree of personal commitment (Coladarci 1992, cited in Tschannen-Moran, Woolfolk Hoy and Hoy 1998: 9), with students positive attitudes toward school and subject matter (Tschannen-Moran, Woolfolk Hoy and Hoy 1998), and with support scaffolding for weaker students (Gibson and Dembo 1984). positive role of goal-setting and mastery-goal orientation in enhancing teacher selfefficacy should also be taken into account by teacher educators and policy makers