This research aims to investigate domain-specific teacher self-efficacy and explore how these efficacy beliefs are enacted in professional practice among Indonesian English teachers. Using a convergent parallel mixed-methods design, data were collected from 142 Indonesian EFL teachers through the Teacher Sense of Efficacy Scale (TSES) and semi-structured interviews. Quantitative findings revealed significant differences among the three domains of teacher self-efficacy. Efficacy for instructional strategies obtained the highest mean score, followed by classroom management and student engagement. Qualitative findings indicated that teachers increasingly employed innovative and technology-supported instructional approaches; however, resource constraints, large class sizes, and limited access to professional development often hindered the consistent enactment of these efficacy beliefs in practice. The findings highlight the importance of balancing traditional and innovative pedagogies and providing sustained professional learning opportunities. This study contributes to understanding how teacher self-efficacy is enacted in resource-constrained EFL contexts and offers implications for educational practice and policy.
Despite Rwanda’s adoption of the Competency-Based Curriculum (CBC) to promote learner-centered, skills-oriented education, evidence suggests a persistent gap between curriculum intentions and classroom practices. This study examines teachers’ perceptions and instructional practices in implementing the CBC, with a focus on the alignment between curriculum intentions, instructional planning, and classroom practices. The study employed a sequential explanatory research design. Quantitative data were collected through structured questionnaires administered to teachers, while qualitative data were generated from semi-structured interviews, classroom observations, and document analysis of lesson plans and schemes of work. Quantitative findings indicate that teachers hold generally positive perceptions of the CBC (M = 3.87, SD = 0.64), particularly regarding its relevance to real-life skills and learner engagement. However, the level of classroom implementation was moderate (M = 3.12, SD = 0.71), revealing a gap between beliefs and practice. Regression analysis indicated that teachers' perceptions were a statistically significant predictor of instructional practices (β = 0.48, p < .01), explaining variation in instructional practices without implying causality. Qualitative results corroborate these findings, revealing conceptual ambiguity in translating competencies into instructional activities, weak alignment between objectives, teaching strategies, and assessment, and a predominance of surface-level learner-centered practices. Additionally, contextual constraints such as inadequate professional development, limited instructional resources, and large class sizes were found to hinder effective implementation. The study concludes that while teachers demonstrate strong conceptual support for CBC, its implementation remains constrained by cognitive, pedagogical, and systemic factors. It underscores the need for sustained professional development, improved resource provision, and stronger alignment between curriculum design and classroom realities to achieve meaningful educational reform.
Epimaque Mutabera Nziza· Journal of Classroom Practic...· 0 citations
This study examined the relationship between facilitator teaching style and student selfefficacy among third-year Bachelor of Elementary Education students at the Philippine College Foundation during Academic Year 2025–2026. A descriptive-correlational research design was utilized, involving total enumeration of all eligible respondents. Data were gathered using adapted, validated and pilot-tested instruments that assessed facilitator teaching style in terms of instructional strategies and classroom management, and self-efficacy in terms of task mastery, learning strategies, and persistence. The instruments demonstrated strong internal consistency across all measures. Findings indicated that facilitator teaching style is consistently practiced among instructors, while students generally exhibit a high level of self-efficacy. Further analysis showed a significant positive relationship between facilitator teaching style and student self-efficacy, with classroom management emerging as the most influential dimension. Overall, the results suggest that learner-centered instructional practices are associated with stronger academic confidence among students. The study underscores the importance of sustaining facilitator-oriented teaching approaches in strengthening the selfefficacy of future educators.
Kayebie T. Cain, Hazel C. Bagulan, Zandy P. Dumala et al.· International Journal of Sci...· 0 citations
This study explored the instructional strategies employed by pre-service English as a Foreign Language (EFL) teachers during their online teaching practicum and examined their implications for student learning and teacher development. Adopting a narrative qualitative approach, data were collected through semi-structured interviews and field notes involving four pre-service EFL teachers and analyzed thematically. The findings revealed that participants implemented a range of instructional strategies, including discovery learning, expository learning, inquiry learning, contextual teaching and learning (CTL), cooperative learning, brainstorming, and thinking skills-based learning. Strategy selection was influenced by instructional objectives, students’ learning needs, and the demands of online teaching. Participants perceived that these strategies promoted students’ cognitive engagement, critical thinking, collaboration, participation, and comprehension by encouraging active interaction and connecting learning to authentic contexts. The findings also indicated positive implications for pre-service teachers, including enhanced pedagogical competence, classroom management, instructional organization, reflective practice, and confidence in online teaching. Furthermore, the practicum enabled participants to integrate theoretical knowledge with authentic teaching experience under mentor guidance. These findings underscore the importance of strengthening teacher education programs by integrating diverse pedagogical approaches and digital competencies to prepare future teachers for effective technology-mediated instruction.
Supiani Supiani, Aulia Fatmawati, Fitra Ramadani· Jurnal Pendidikan dan Sastra...· 0 citations
This qualitative phenomenological study examined teachers’ lived experiences of integrating technology into classroom instruction. It explored their perceptions of technology use, the challenges they encountered, the adaptive strategies they employed, and the meanings they ascribed to technology integration in instructional practice. Data were collected through in-depth semi-structured interviews with selected teachers and analyzed using thematic analysis. Findings revealed that technology integration is a context-dependent and pedagogically mediated practice shaped by structural constraints and teacher agency. Participants reported persistent challenges related to unstable internet connectivity, limited access to devices, and inadequate technological resources, which constrained the effective use of digital tools in classroom instruction. Despite these limitations, teachers demonstrated adaptability by employing alternative strategies such as offline resources, scaffolded instruction, peer collaboration, and flexible lesson planning to sustain student engagement and learning continuity. Technology was perceived as beneficial in organizing instruction, clarifying concepts, and increasing learner participation when purposefully aligned with instructional objectives. The findings further underscored the role of reflective practice in enabling teachers to evaluate and refine their technology integration strategies. Participants also emphasized the need for sustained professional development to strengthen their technological and pedagogical competencies. Effective technology integration emerged not as the simple adoption of digital tools but as a deliberate, context-sensitive process of aligning technology with pedagogical goals, learner needs, and classroom realities. In response, the study proposes a context-based Technology Integration Enhancement Program to support teachers through capacity-building, collaborative learning, and reflective professional development. The study contributes to the literature on technology integration in resource-constrained educational settings and offers practical insights for strengthening teacher support and instructional practice.
Dawn Yvonne Allonar, Rizaldy Medina· The International Review of...· 0 citations
This study examined the relationships among Professional Learning Community (PLC) engagement, Collective Teacher Efficacy (CTE), and Cognitive Activation Strategies (CAS) among public elementary school teachers in Valencia City, Bukidnon during the school year 2025-2026. Anchored on Social Cognitive Theory, Constructivist Learning Theory, and Organizational Learning Theory, the study investigated how structured teacher collaboration and shared efficacy beliefs relate to the implementation of cognitively demanding instructional practices. A quantitative descriptive-correlational design was employed involving 141 teachers selected through complete enumeration across six public elementary schools. Data were collected using validated Likert-scale instruments measuring PLC engagement (collaborative culture, focus on learning, and shared practice), collective teacher efficacy, and cognitive activation strategies. Descriptive statistics and Pearson’s product–moment correlation were utilized to analyze the data. Results revealed that teachers reported very high levels of PLC engagement, collective teacher efficacy, and use of cognitive activation strategies. Significant positive relationships were found between PLC engagement and CAS and between CTE and CAS, with collective teacher efficacy demonstrating the stronger association. Findings suggest that while collaborative structures are important, teachers’ shared belief in their collective capability plays a more influential role in promoting cognitively activating instruction. The study highlights the importance of strengthening deep collaborative practices and collective efficacy-building mechanisms within PLCs to sustain high-quality instructional strategies that promote higher-order thinking in elementary classrooms.
Cherrylyn Antona, Noriza Esteban-Calantoc· Psychology and Education: A...· 0 citations
Teacher self-efficacy and its influence on effective classroom management are fundamental aspects of teaching, learning and learners' academic outcomes. It is, therefore, crucial to have qualified, skilled, trained and effective teachers in classrooms. Hence, this study intended to identify the influence of teacher self-efficacy on effective classroom management. The research employed a generic qualitative research approach to investigate the phenomenon, using semi-structured interviews as the data collection method. A purposive sampling technique was used to identify 18 participants from six Johannesburg schools: 12 teachers and six school heads. It was found that physical and material resources are important for effective classroom management, but they cannot replace teachers' personal self-efficacy. In addition, some beginner and in-service teachers lacked classroom management skills, as they were not offered many skills improvement opportunities. It is thus recommended that teachers be provided with professional development opportunities to increase their effectiveness in classroom management.
