Teacher efficacy and curriculum change: The role of efficacy beliefs in influencing teacher behaviour during implementation of the Higher Order Thinking Skills Initiative
Since the introduction of the National Education Blueprint(Malaysia Education Blueprint, 2013), teachers in Malaysia have experienced not just changes in the national curriculum but also a shift in their roles from teachers to facilitators of knowledge. With more emphasis placed on equipping teachers with the necessary skills to operationalise the curriculum, as well as to promote learning and ‘new ways of working’ among teachers (Malaysia Education Blueprint, 2013, p. 23), it is now crucial that we investigate how these new initiatives ‘are encountered by the world of practitioners’ (Briant & Doherty, 2012, p. 54). In particular, it is important to explore how teachers’ self-beliefs may be related not just to their reactions towards reform initiatives, but also their behaviour during the implementation of such initiatives.
This study seeks to explore how efficacy beliefs influence teacher behaviour during implementation of the Malaysian Education Blueprint. In specific, the study seeks to examine how efficacy is associated with teacher behaviour during the implementation of the ‘higher order thinking skills’ (henceforth known as HOTS) initiative advocated in the Malaysian Education Blueprint.