Abstract

Conclusion. The study concluded that the questionnaire was valid and that teachers reported high self-efficacy beliefs, and that pre-service and in-service teachers' beliefs were statistically significant. However, self-efficacy beliefs were not influenced by their gender, age, years of teaching experience, specialisation, and highest qualifications. The study recommends comparing teachers’ self-efficacy beliefs with their actual classroom enactment of learner-centred instructional practices. Research may collect data from different stakeholders, such as school administrators, learners, and parents, regarding teachers’ enactment of learner-centred instructional practices.

Keywords: Instructional practices, science/mathematics, learner-centred, secondary school teachers, self-efficacy beliefs

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