Teacher Self-efficacy in Northern Chile: Challenges in Instructional Strategies

This study explored the teacher self-efficacy beliefs of 430 teachers from public and subsidized private schools in the northernmost region of Chile (Arica and Parinacota/Tarapacá). A quantitative cross-sectional correlational design was employed using the Ohio State Teacher Efficacy Scale adapted to the Chilean context. This scale was shown to be appropriate given that self-efficacy is manifested in different dimensions of educational practice, including classroom management, instructional strategies, and student engagement. Results indicated the highest levels of self-efficacy in classroom management, followed by student engagement, and finally, instructional strategies with the lowest levels. Significant differences were found among the three dimensions. Secondary school teachers and those who teach at multiple levels reported higher instructional self-efficacy. In contrast, no significant relationships were found between self-efficacy and teaching experience. However, a slight but significant negative relationship was identified between age and instructional strategies. These findings underscore the importance of strengthening instructional strategies through teacher training programs tailored to the specific challenges faced in educational contexts. Furthermore, they highlight the unique conditions of northern Chile, such as high cultural diversity, student vulnerability, and a shortage of teachers in STEM fields. These factors emphasize the need to strengthen teacher self-efficacy not only to improve teacher effectiveness but also to foster student engagement and learning outcomes in complex educational environments.