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This study employs a quantitative descriptive design to measure teachers’ self-efficacy levels and test significant variation across personal factors. Data are collected from 349 basic education school teachers using cluster sampling and instruments including Teacher Self-Efficacy Scale, Teachers' Sense of Efficacy Scale, and Effective Teacher Efficacy Scale. Analysis uses descriptive statistics, t-tests, one-way ANOVA, and post hoc tests, revealing a moderately high self-efficacy level and no significant differences by most factors except age.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-teachers-self-efficacy-a-case-of-basic-education-school-teachers-in-myanmar/589323/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-teachers-self-efficacy-a-case-of-basic-education-school-teachers-in-myanmar/589323.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this study on teachers’ self-efficacy?","Question",{"text":112,"@type":113},"The study measures teachers’ self-efficacy levels and examines whether teachers’ self-efficacy varies significantly by personal factors in Myanmar’s basic education context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was teachers’ self-efficacy data collected and analyzed?",{"text":117,"@type":113},"The research surveyed 349 basic education school teachers using cluster sampling. It applied descriptive statistics, independent samples t test, one-way ANOVA, and post hoc tests to analyze the data.",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings were reported about teachers’ self-efficacy levels?",{"text":121,"@type":113},"Teachers showed a moderately high level of self-efficacy. Significant differences were not found for gender, position, academic qualification, or total service years, except for age.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589323,1792166134,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","INVESTIGATING TEACHERS’ SELF-EFFICACY: A CASE OF BASIC EDUCATION SCHOOL TEACHERS IN MYANMAR  \nShwe Ye PHYO & Phyu Zar Zar THEINT  \nAbstract: 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 today 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.  \nKey words: teacher, self-efficacy, basic education  \n1. Introduction  \nAccording to OECD (2009), beliefs, practices, and attitudes of teachers are crucial to enhancing educational processes as they are related closely to the strategies they apply for coping with the challenges in their daily professional life, and they shape the learning environment of students and impact their motivation and achievement. Teaching is one of the most demanding professions as the nature of the work requires teachers to have not only special knowledge and skills but also special qualities of mind and character (Khin Zaw, 2001) .  \nIn Myanmar, the government has initiated education reform to improve education standards in the basic education sector since 2016 (Ministry of Education, 2016) . Myanmar is located between India and China and bordered by Bangladesh, Lao People’s Democratic Republic and Thailand. Its basic education structure is Kindergarten(KG)+ (5-4-3) structure: KG, five-year-schooling (primary level), four-year-schooling (lower secondary level), and three-year-schooling (upper secondary level)(Ministry of Education, 2016) . The types of school which differ in rank are described in an ascending order: branch primary school (KG to grade-2), primary school (KG to Grade-5), post-primary school (KG to grade-7), branch middle school (KG to grade-9), middle school (KG to grade-9), branch highschool (KG to grade-12), and high school (KG to grade-12) (Bhatta, 2023) .  \nParvez (2010) stated that even the best educational system is destined to fail if it does not have good, competent and devoted teachers while good teachers can definitely give the best result out of the worst system. This clearly highlights how important the role of the teacher is, and why effective teachers are necessary. Due to the failure to identify observable characteristics predicting effectiveness, researchers have thrown light on intangible psychological variables (Jerrim et al., 2023) . Teachers’ self-efficacy isone of the key factors influencing their effectiveness (Gale et al., 2021; Hussain & Khan, 2022) . An increasing amount of research has demonstrated the relationship between teachers' self-efficacy and a variety of outcomes, including student motivation, academic success, and teacher well-being. (Barni et al., 2019) . High efficacious teachers use instructional strategies more effectively, assuring student participation and possess better classroom management skills (Woolfolk et al., 1990) and assume more  \nresponsibility for teaching (Coladarci, 1992) . Efficacy determines the goals teachers set, the efforts they devote to their works, and the perseverance, leading to influencing their performance and student achievement (Oakes et al., 2013) . To bring such outcomes at the classroom level and individual teacher level, the first and forem","cbCaihLoLQN1SLMQ","https://ap.wps.com/l/cbCaihLoLQN1SLMQ","pdf",355304,13,"English","# Introduction\n# Literature review","[{\"question\":\"What is the purpose of this study on teachers’ self-efficacy?\",\"answer\":\"The study measures teachers’ self-efficacy levels and examines whether teachers’ self-efficacy varies significantly by personal factors in Myanmar’s basic education context.\"},{\"question\":\"How was teachers’ self-efficacy data collected and analyzed?\",\"answer\":\"The research surveyed 349 basic education school teachers using cluster sampling. It applied descriptive statistics, independent samples t test, one-way ANOVA, and post hoc tests to analyze the data.\"},{\"question\":\"What key findings were reported about teachers’ self-efficacy levels?\",\"answer\":\"Teachers showed a moderately high level of self-efficacy. Significant differences were not found for gender, position, academic qualification, or total service years, except for age.\"}]","Investigating Teachers’ Self-Efficacy: A Case of Basic Education School Teachers in Myanmar | PDF",1792066973,33]