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experience and the type of schools. A n item in the teachers‘ efficacy for
classroom management, however, showed significant difference due to the interaction effect of teacher experience and school type. This item was related
to the teachers‘ efficacy for getting students follow classroom rules with
F
1,86 = 4.01,
p
0.05. Data indicated that teachers‘ efficacy for curriculum implementation were
highly se nsitive to the combined effects of teachers‘ experience and school,
where five of the eight items in the subscale showed significant differences at the 95 degree of confidence. The
se five items were related to teachers‘ efficacy for preparing lesson plans with
F
1, 86 = 6.81,
p
= 0.01, teachers‘ efficacy for contextualizing teaching with
F
1,86 = 7.08,
p
= 0.01, teachers‘ efficacy for developing materials with
F
1,86 = 4.3,
p
= 0.04, teachers‘ efficacy for presenting a model in learning with
F
1,86 = 4.23,
p
= 0.04, and teachers‘ efficacy for using authentic assessment with
F
1,86 = 7.8,
p
= 0.01.
4.3.2.3 Interaction effects of age groups and teacher status on teachers’ efficacy beliefs
Although results of
F
-tests in the Multivariate test of ANOVA did not result in significant differences at the level of 95 confidence, it was interesting to see
that the interaction effects of age groups and teacher status were almost significant at the level of 90 confidence, with
F
39,48 = 1.57,
p
= 0.07. In addition, although the tests of between-subjects effects in MANOVA indicated
that only two items in all of the subscales were found to be sensitive to the
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combined effect of age and teaching status, changes in the levels of efficacy beliefs as a result of the increasing age of teachers with different status were
worthy of exploration. This was due to the different natures embodied in the three
teachers‘ status in Indonesian context. Further discussion on these issues appears in Chapter 6.
4.4 Results of the Repeated Measures MANOVA
Repeated measures MANOVA was used in this study to investigate the differences of the s
econdary school English teachers‘ efficacy beliefs in Yogyakarta province
as a result of the teachers‘ attendance in the Competency- based Integrated Training CBIT. As stated in the background of this study,
this training was aimed at upgrading the teachers‘ competence in teaching in
general and in the implementation of curriculum in the classroom in particular as an attempt to better respond to the newly issued Curriculum 2006, which
was, at its initial stage, called the Competency-based Curriculum.
In collecting the data, the researcher asked the participants to report their levels of efficacy beliefs before and after the training. In the execution of the data
collection, teachers were first asked to report their efficacy beliefs at the time the data were collected, and then with the same items, they were asked to report
their efficacy before they attended the CBIT training. The recorded data were then coded into the Efficacy_NOW and Efficacy_THEN formats.
Efficacy_ NOW referred to the level of the teachers‘ efficacy at the time the data
