Investigating Teachers’ Self-Efficacy: A Case of Basic Education School Teachers in Myanmar

The basic education system of Myanmar is in the state of transformation. Compounded by curriculum reform and Covid-19, it becomes demanding for teachers to carry out their day to day tasks successfully. This study used a quantitative descriptive approach to identify teachers’ self-efficacy level and whether there is any significant variation in their self-efficacy in terms of personal factors. The instrument was comprised of statements from Teacher Self-Efficacy Scale, Teachers' Sense of Efficacy Scale, and Effective Teacher Efficacy Scale. Using cluster sampling method, 349 basic education school teachers were surveyed. Descriptive statistics, independent samples t test, one-way ANOVA, and post hoc tests were applied to analyze the data. Findings revealed that teachers had a moderately high level of self-efficacy. Except for age, no significant difference was found in teacher self-efficacy based on other personal factors: gender, position, academic qualification, and total service years.