الفهرس 
Chapter OneOnly 14 pages are availabe for public view
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Abstract
The purpose of this study was to investigate the effect of using a situated instructional coaching web-based program to develop EFL in-service teachers’ teaching skills and their self-efficacy. To fulfill the purpose of the study, four instruments were prepared. Namely, a Teaching Skills Questionnaire, a pre-post Teacher’s Knowledge Test, a Teaching Skills Observation Checklist and a Self-Efficacy Scale. The study adopted the quasi-experimental pre-post test one group research design. The participants were one group of EFL in-service teachers (N= 20) selected from government schools. Results revealed that there was a statistically significant difference between the mean ranks of the treatment group on both the pre and post-administrations of the teacher’s knowledge Test in favor of the post-administration. Also, there was a statistically significant difference between the mean ranks of the treatment group on both the pre and post-administrations of the Teaching Skills Observation Checklist in favor of the post-administration. Finally, there was a statistically significant difference between the mean ranks of the treatment group on both the pre and post-administrations of the Self-Efficacy Scale in favor of the post-administration. These results showed that the situated instructional coaching web-based program was effective in developing EFL in-service teachers’ teaching skills and their Self-Efficacy.