Аннотация
Teacher self-efficacy is essential for effective English as a Foreign Language (EFL) teaching, particularly in Kazakhstan's multilingual educational environment. This study examined the relationships between pedagogical knowledge base, teacher resilience, creativity-fostering teaching behavior, and teacher self-efficacy using an explanatory sequential mixed-methods design. Quantitative data were collected from 86 Kazakhstani EFL teachers through standardized questionnaires, and Pearson correlation and multiple regression analyses were performed. Qualitative interviews with 10 teachers were subsequently conducted to explain the quantitative findings. The results revealed significant positive relationships between teacher self-efficacy and pedagogical knowledge base, resilience, and creativity-fostering teaching behavior. Classroom management, subject matter knowledge, equity and diversity awareness, professional commitment, response to contextual challenges, self-belief, integration, and frustration management were identified as significant predictors, whereas assessment literacy showed a negative predictive effect. The qualitative findings demonstrated that highly self-efficacious teachers employed differentiated instruction, peer collaboration, flexible lesson adaptation, scaffolding, and reflective practice to address classroom challenges. These findings indicate that pedagogical knowledge, resilience, and creativity-fostering instructional practices jointly contribute to strengthening teacher self-efficacy and provide practical guidance for designing professional development programs for EFL teachers in multilingual educational settings.