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Teachers’ belief of their own competence, especially subject-matter and pedagogical, is instrumental in teaching success and failure. This selfbelief, commonly called self-efficacy, is believed to determine teachers’ effort, persistence, goal setting, and aspirations for themselves and their students. Despite playing the crucial motivational role, self-efficacy of EFL teachers has yet to receive due attention, let alone on that of teachers who have no English teaching degree. In addition, research on this self-belief mainly focuses on its link with other constructs, and few have looked into its source of information. Therefore, this study examined 1) the level of self-efficacy beliefs in English and pedagogical competence among English teachers in an Indonesian university, and 2) how the sources of information, as postulated by Bandura, related to the teachers’ English and pedagogical selfefficacy. The data were collected from Academic English teachers who did not have English teaching degree through a questionnaire. Results indicated that teachers had quite firm confidence in English skill and classroom management, but not in instructional strategies. Additionally, social persuasion had the strongest link with self-efficacy in English, instructional strategies, and classroom management. These findings could shed light on the nature of such teachers’ selfbelief and how the belief is shaped.

The Profile of Self Efficacy Beliefs among English Teachers without L2 Teaching Degree