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the Competency-based Curriculum or
Kurikulum 2004
or
Kurikulum Berbasis Kompetensi
KBK. The training program, therefore, was called the Competency-based Integrated Training CBIT. The main purpose of the
training was to prepare the teachers for the implementation of the new curriculum. The first part of the materials presented in the CBIT for English
teachers focused on the philosophical and psychological bases of Curriculum 2004. The second part provided teachers with the teaching techniques
recommended for teaching English in Indonesia. Such techniques were deemed genre-based English teaching. In addition, CBIT also provided training
programs aiming to upgrade the competency level of the participants in all areas of speaking, listening, reading, and writing.
1.8 The structure of the thesis
As stated in the section concerning the objectives of the study, there are three areas to cover in this thesis. Those areas consist of the level of efficacy beliefs
among junior secondary English teachers in Yogyakarta province, their work engagement and the effects
of the CBIT in the teachers‘ self efficacy beliefs. In the presentation, this thesis is organized as follows:
Chapter 2 reviews the literatures that support the present research. It covers three main issues related to teacher self-efficacy, work engagement and
professional development. In terms of teacher self-efficacy, this chapter focuses on the conceptual development of teacher self-efficacy beliefs, the sources of
efficacy beliefs and changes in self-efficacy beliefs.
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Chapter 3 discusses the research methodology used in the conduct of this present study. It covers the research design, population and recruitment of the
sample, data collection, and procedure of data analyses. It also discusses the techniques of handling missing data, correlation analysis, and the exploratory
analysis conducted on the data.
Chapter 4 presents the quantitative findings collected using the efficacy questionnaires. There are three parts of the analyzed data. Part 1 discusses the
findings related to the level of efficacy beliefs among junior secondary English teachers in Yogyakarta province. Part 2 discusses the results of MANOVA
statistical analysis concerning the main effects and two-way interaction effects of the demographic data. Part 3 discusses the findings of the repeated measures
MANOVA on the effects of CBIT on the teachers‘ self-efficacy beliefs and Part 4 presents the data related to the level of work engagement among teacher
sample collected using the work engagement scale.
Chapter 5 presents the qualitative data collected through both the interview protocol and classroom observation schedule. In report the findings, the
researcher organized this chapter in the form of within-cases study case report on the four selected sample for the follow up case study research.
Chapter 6 presents the discussion and interpretation of the findings. Discussion and interpretation in this present study is built on the basis of both quantitative
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and qualitative data. Interpretation is framed in the context of education and teaching in Indonesia.
Chapter 7 presents the conclusions, implications, and limitations of the study. It also discusses the future directi
ons for research into teachers‘ efficacy beliefs.
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Chapter 2 Review of the Literature
2.1 Introduction
This chapter reviews the theories supporting the conceptual development of the present studies. In particular, three main issues are discussed in this section. The
issues deal with literatures related to a teacher efficacy as a concept, b teacher work engagement, and c
the effects of professional development on teachers‘ efficacy beliefs.
Discussion starts by reviewing the two main strands of the concepts together with the other supporting research for the respective strand. The first strand is the
concept of efficacy beliefs which draws from the social learning theories and the second from the social cognitive theories. Although this section addresses both
strands, it emphasizes one of the strands from which this study is drawn. This section also reviews literatures related to the concept of collective efficacy,
changes in self- efficacy beliefs and the relation between teachers‘ efficacy and
studen ts‘ achievement. More context specific issues and research findings in the
field of teachers‘ efficacy beliefs providing contextual support for the present study are discussed later in this section and are used to build the conceptual
foundation specific to the context of the present study.
The work engagement theories reviewed in this section center on the concept developed by Schaufeli and colleagues Schaufeli, Salanova, Roma, Bakker,
