Saudi Teachers’ Self-Efficacy in Implementing the Arabic Language Integrative Curriculum

Abstract

A set of beliefs and knowledge about teaching and learning lies at the heart of every teacher. Curriculum methods are modified as a teacher’s knowledge grows, and self-efficacy grows. Teachers’ effectiveness and views influence literacy teaching in their courses to various degrees. However, they are frequently obligated to teach in a particular manner in order to obtain desired learning outcomes, even if they do not completely agree with the techniques or approaches. The objective of this study is to examine the relationship between Saudi elementary school teachers’ efficacy beliefs and practices regarding implementing the Arabic language integrative curriculum and the factors that affect and impede teachers’ instructional classroom practice. This qualitative case study uses Bandura’s (1997) self-efficacy framework to provide rich, thick descriptions of Saudi teachers’ self-efficacy source experiences and how those experiences shaped self-efficacy beliefs. It highlights three elementary Saudi teachers’ efficacy through observations and interviews. The results indicate that teachers’ high efficacy beliefs led them to make changes in the curriculum based on their students’ needs. Evidence also supported the tension between whether teachers want to implement the integrative curriculum or the separated one. The participants in the study found new ways to maneuver through the scripted curriculum and what they think is best for their students.