Links between teacher self-efficacy and pedagogical innovations for higher order thinking skills

Pearl Wong Pei Jun, David Berg and Keryn Pratt
University of Otago, New Zealand

Teacher self-efficacy (TSE) predicts attitude towards and adoption of instructional change and curriculum reform initiatives. In this study, the level of teacher self-efficacy in enacting higher order thinking skills (HOTS) pedagogy is investigated using a mixed-methods research design. Four sub-dimensions of teacher self-efficacy, instruction, adapting instruction to individual needs, motivating and engaging students, and coping with change, were measured through statistical data analysis and explored further through thematic analysis. Results showed that while Malaysian English language teachers had high TSE in enacting HOTS pedagogy, their level of TSE differed across the four sub-dimensions. The results of this study have wider implications on how TSE can be a valuable aspect in the implementation of HOTS pedagogy and other curriculum reform initiatives.
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Authors: Dr Pearl Wong is a Language Specialist at SEAMEO Regional Language Centre, Singapore [https://www.relc.org.sg/]. Her PhD thesis, Teacher self-efficacy and curriculum change, completed at the University of Otago, New Zealand in 2025 can be found at https://hdl.handle.net/10523/45834. Her research interests reflect her passion for understanding the psychology of teaching, encompassing aspects such as teacher self-efficacy, curriculum reform, critical thinking pedagogy, and teacher development. ORCID: https://orcid.org/0009-0001-1163-7686 Email: pearl.wong@relc.org.sg Dr David Berg is a professor and the Academic Lead of the Curriculum Insights and Progress Study [https://curriculuminsights.otago.ac.nz/about/], a New Zealand Ministry-funded assessment program. His research explores teacher self-efficacy, feedback, and the contextual factors influencing educational outcomes. ORCID: https://orcid.org/0000-0002-9560-7694 Email : david.berg@otago.ac.nz Dr Keryn Pratt is a senior lecturer at the University of Otago College of Education in Dunedin, New Zealand. After completing her doctorate in Psychology, she refocused on education. She mostly publishes on digital technology in education but has also published on a wide range of educational topics. ORCID: https://orcid.org/0000-0002-4147-8356 Email: keryn.pratt@otago.ac.nz Please cite as: Wong, P. J. P., Berg, D. & Pratt, K. (2026). Links between teacher self-efficacy and pedagogical innovations for higher order thinking skills. Issues in Educational Research, 36(2), 836-861. http://www.iier.org.au/iier36/wong.pdf