Young teachers' perceptions of professional self-efficacy and the implementation of the pedagogical referendum program

The professional self-efficacy of young teachers is a critical factor influencing educational quality and student achievement. Despite its importance, limited research has investigated how perceptions of self-efficacy are shaped by pedagogical reform efforts. This study addresses this gap by examining young teachers’ self-efficacy beliefs and their perspectives on the implementation of a pedagogical reform program. A mixed-methods research design was employed, involving 418 participants. Quantitative data were collected using a standardized teacher self-efficacy scale, while qualitative insights were gathered through semi-structured interviews. Quantitative analysis was conducted using statistical software, and qualitative data were examined through descriptive analysis. The findings reveal that young teachers report high levels of self-efficacy, with no significant variation across gender or subject area. Although participants indicated only moderate familiarity with the reform initiative, they expressed generally positive attitudes toward professional development, particularly through mentorship by experienced educators. These results highlight the potential of structured support and professional learning opportunities within reform frameworks to enhance instructional confidence and teacher development. Keywords: Pedagogical reform; professional development; self-efficacy; young teachers.