The Effects of Study Abroad on Spanish Teachers’ Self-Efficacy: A Multiple Case Study


  • Christopher J. Jochum
  • Jared R. Rawlings
  • Ana María Tejada



Teacher efficacy, Study abroad, Spanish teachers, Case study, Education abroad


Teacher efficacy, or the degree to which teachers feel as though they can affect positive outcomes in their classrooms, has received considerable attention over the last three decades (Bandura 1977, 1997; Tschannen-Moran & Johnson, 2011). Research has shown that, among foreign language teachers, self-efficacy is associated with their language proficiency (Chacón, 2005; Yilmaz 2011) and students’ achievement (Swanson, 2014). The purpose of this qualitative inquiry was to better understand how the study abroad experience affected four, inservice Spanish teachers’ feelings of self-efficacy as it relates to language proficiency and instructional practice. Using a multiple case design (Stake 2006), we conducted interviews, recorded field note observations and collected participant reflection journals. Findings revealed that, as a result of the study abroad experience, participants described awareness of their foreign language proficiency, discussed re-assessing their classroom practice and explained a commitment to increasing target-language use in the classroom.  


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Author Biographies

Christopher J. Jochum

Christopher J. Jochum, Ph.D. serves as Chair and Associate Professor of Teacher Education at Fort Hays State University. His research interests include the preparation and professional development of preservice and in-service educators, with primary emphasis on self-efficacy, mentoring and the value of study abroad. Correspondence should be sent to Christopher J. Jochum, Ph.D., 244 Rarick Hall, Fort Hays State University, Hays, KS 67601, USA.

Jared R. Rawlings

Jared R. Rawlings, Ph.D. serves as Assistant Professor of Instrumental Music Education at The University of Utah, School of Music. His research interests include issues related to the intersections of social justice and preservice music teacher education examined through qualitative inquiry. Correspondence should be sent to Jared R. Rawlings, Ph.D., The University of Utah, School of Music, 1375 East Presidents Circle, 204 David P. Gardner Hall, Salt Lake City, UT, 84112, USA. E-mail:    

Ana María Tejada

Ana María Tejada, M.A.E. serves as Lecturer of Spanish and Translation and Interpretation at the University of Nebraska at Kearney. Her research interests include the role of study abroad on students’ proficiency gains as well as factors related to the development and assessment of effective translation and interpretation programs. Correspondence should be sent to Ana María Tejada, 215 Thomas Hall, University of Nebraska at Kearney, Kearney, NE 68849, USA.


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How to Cite

Jochum, C. J., Rawlings, J. R., & Tejada, A. M. (2017). The Effects of Study Abroad on Spanish Teachers’ Self-Efficacy: A Multiple Case Study. Frontiers: The Interdisciplinary Journal of Study Abroad, 29(1), 28–45.