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

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Discussion

Mixed-methods research assesses professional self-efficacy in teachers and suggests mentorship can enhance instructional competencies.

Young teachers have high professional self-efficacy, indicating strong confidence in their teaching abilities.
Findings show no significant differences in self-efficacy across gender or teaching disciplines among the 418 participants surveyed.
Analysis employed mixed-methods, integrating quantitative measures and qualitative insights to capture diverse perspectives.
Structured mentorship within pedagogical reform may further enhance teachers' self-efficacy and instructional skills.

Yespolova et al. (2025) studied this question.

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