The present study investigates the self-efficacy of EFL teachers with regard to integrating Information and Communication Technology (ICT) into classroom instruction, as well as the challenges they face in this regard. A qualitative case study approach was used in order to collect the necessary data at SD Islam Al-Azhar 25 Semarang. This involved conducting observations and interviews with two members of six English teachers. The findings indicate that factors such as digital competence, instructional strategies, classroom management, and institutional support significantly influence teachers' ICT self-efficacy. Teachers who exhibited higher levels of self-efficacy employed a variety of digital tools and demonstrated a high degree of flexibility in engaging students. The challenges that have been identified include, but are not limited to, unstable infrastructure, a lack of student readiness, time constraints, and limited resources. Not with standing this challenge, the teaching staff demonstrated notable adaptability and a strong commitment to ongoing professional development. The study emphasises the necessity for continuous ICT training, enhanced infrastructure, and targeted support to optimise effective ICT integration in EFL teaching.
Keywords: EFL teacher, ICT, Self-efficacy