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This present research study has offered a solution to the problem related to the lack of quantified measure of efficacy level. Instead of simply saying positive
and negative, or high and low efficacy beliefs, it offers an effort of quantifying the level of efficacy. By putting the level of confidence on a 100-percent scale,
it is expected to give a clearer figure about at what level of efficacy the participants are and consequently facilitates easy interpretation of the findings.
In addition, the present study also offers a specifically appropriate identification of the level of the participants‘ efficacy by saying that it is contextually optimal.
It is not optimal, but more importantly it is optimal for the participants in their specific context in relation to the characteristics of the teaching profession they
are in.
Third, in complementing the Asthon and Web ‘s findings Ashton Webb,
1986, the present study reveals that when teaching profession requires excessive role demand from teachers but offers teachers with neither good
financial return nor academic recognition, high social status and good morale make the level of efficacy remain positive.
7.4 Implications
The results of the present research study have a number of implications not only on the teaching profession in Indonesia in particular and on the education
system in Indonesia in general but also on the field of teacher self-efficacy future research.
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So far, there is an impression that teachers are considered the sole major cause of the low quality of education in Indonesia. Therefore, every effort of
improving the quality of education has centered on teacher training, hoping that such training would in turn improve the quality of education because the quality
of teachers is improved. Not many people, especially in the government, seemed to pay sufficient attention on how teachers believe in their capability in
conduct the teaching duties or how they perceived the profession they work in.
In terms of teacher quality improvement, the findings implied that there is an urgent need of providing more opportunities for the teachers to improve their
English. Given that their confidence in English is the lowest, there seems to be difficult for them to help students achieve their optimal level of achievement.
Such opportunities to practice English could be in the form of teacher professional development aiming specifically to improve their English or other
activities that can upgrade their communication skills.
In relation to the efficacy for curriculum implementation, it seems that teachers need more opportunities to communicate and share experiences with other
teachers. It implies that there is a need to design a teacher forum that is supportive to such a need. The concept of professional community learning
seems to be promising to answer the problems.
On the other hand, the findings that English teachers in Yogyakarta province rated themselves as moderately confident and relatively highly engaged in their
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profession should open up alternative considerations of why the quality of education is still lower than expected. The agenda of quality education
improvement should incorporate teacher factors with those outside teachers. People should start looking at factors other than teachers that might cause the
inadequate quality of education, for example the government policy on modes of student
assessment. In addition, improving teachers‘ well-being and extending to them wider autonomy would be of importance in facilitating
quality teachers.
In terms of teacher efficacy research, the multifaceted nature of teacher efficacy found in the present study confirms that teacher efficacy remains an the elusive
construct Tschannen-Moran Hoy, 2001. This implies the need of continuing research in the field of teacher efficacy across various contexts of the teaching
profession. The findings that different levels of efficacy of an individual teacher for different tasks also points to the importance of individual differences, and
even to the importance of different situations within which individuals function.
7.5 Limitations and future research
