Relationship between Teachers’ Self-Efficacy Beliefs and Their Willingness to Implement Curriculum Reform

Abstract

The purpose of the present study was to explore the relationships between classroom teachers’ self-efficacy and their willingness to implement curriculum reform. The sample of this study included 255 classroom teachers. The data in this study were collected using the Teachers’ Sense of Efficacy Scale and the Teachers’ Willingness to Implement Curriculum Reform Inventory. The results of Pearson correlation analyses indicated that classroom teachers’ self-efficacy was significantly correlated with teachers’ willingness to implement curriculum reform. The stepwise regression analyses revealed that teachers’ self-efficacy for student engagement and self-efficacy instructional strategies is a significant predictor of teachers’ willingness to implement curriculum reform.