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Though there was an expectation that differences in districts were related to differences in the level of teacher efficacy of the participants, the data revealed
a different finding. There was no significant contribution of district toward the variation in the level of teachers‘ self-efficacy beliefs in the present study. This
indicated that differences in the policies of different districts in relation to teachers and teaching profession were not related to the differences in the
efficacy of the teachers in the sample.
6.6 The interaction effects
Interaction effects in this study were measured using the Multivariate analysis of variance MANOVA. However, due to the limited power observed in the
data, only two way-interactions were measured. Among all the two-way interaction, only two combinations showed significant contribution to the level
of teachers‘ self-efficacy beliefs at the 95 level of confidence,
p
= 0.05.
The first significant two-way interaction effect resulted from the combined effect of gender and age on the differences in teachers‘ efficacy beliefs,
particularly between male and female teachers under thirty years of age. These significant differences were probably due to the learning process of the young
teachers. As mentioned in the previous section in this chapter, the gap seemed to appear as these young teachers faced the reality of teaching and when they
were recalibrating their perception of their own ability. In coping with this, the male teachers seemed to be more effective than the females, so that they did not
suffer from too much loss of confidence. On the other hand, female teachers
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seemed to be more severely affected by the gap between their early beliefs in their ability to teach and their experience of the real teaching duties. Their sense
of efficacy, therefore, decreased more than that of the male teachers. The significant difference between the two groups confirms
Bandura‘s statement that self-efficacy beliefs are most flexible during early learning Tschannen-
Moran Hoy, 2007, in this case in the teaching profession.
The findings of the present study revealed significant interaction effects of teaching experience by school particularly o
n the teachers‘ efficacy for curriculum implementation. The findings indicated that these efficacy beliefs
were sensitive to the combined effects of teachers‘ teaching experience and the
school where the teachers were teaching. At the univariate level, five out of eight items showed differences due to the interaction effects of teaching
experience by school. This was perhaps due to the access the participants had to the professional development programs offered by the office of the MoNE in
the province. More experienced public school teachers normally had greater access to school facilities and professional programs than both the younger
teachers and the teachers from private schools. This greater access though did not necessary provide successful experiences, although it may have improved
the expectation of success among the participants. This high expectation of success together with the opportunity to see successful models boosted their
level of efficacy beliefs.
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6.7 The effects of training as professional program on the teachers’ self-efficacy beliefs
