Young Teachers’ Perceptions of Professional Self-efficacy and the Implementation of the Pedagogical Referendum Program

Abstract

The professional self-efficacy of young teachers plays a crucial role in shaping the quality of education and student outcomes. However, limited research has explored how self-efficacy perceptions are influenced by pedagogical reform initiatives. Addressing this gap, the present study aims to assess young teachers’ professional self-efficacy perceptions and evaluate their perspectives on the implementation of the pedagogical reform program. Employing mixed-methods research design, data were collected from a sample of 418 teachers. Quantitative data were gathered using the Teacher Self-Efficacy Scale, while qualitative insights were obtained through semi-structured interviews developed by the research-ers. Quantitative data were analyzed using statistical software, and qualitative data were examined through descriptive analysis. Findings indicate that young teachers exhibit a high level of professional self-efficacy, with no significant differences observed across gender or teaching discipline. Additionally, while many participants reported a moderate understanding of the pedagogical reform program, they expressed positive attitudes toward professional growth under the mentorship of experienced educators. These results suggest that structured mentorship and targeted professional development initiatives within the pedagogical reform framework can further enhance teachers’ self-efficacy and instructional competencies.