Abstract

This study explores the self-efficacy of high school teachers in their English-speaking skills, comparing the perceptions of English and Non-English teachers. Using a quantitative and comparative approach, data were collected through surveys and interviews to assess teachers’ confidence, proficiency, and frequency of use in English communication. Results revealed that both English and non-English teachers exhibit the highest level of self-efficacy in speaking English, demonstrating strong confidence in delivering lessons, engaging in professional discourse, and communicating effectively with students and colleagues. These findings suggest that subject specialization does not significantly impact teachers’ speaking capabilities, highlighting the universal importance of English language proficiency in the teaching profession