Author(s): Dorji S, Ramesh Kumar Chettri, Karma Phuntsho, Thukten Jamtso

Abstract: In 2017, the Royal Education Council (REC) initiated a paradigm shift in the teaching of world history in grades 11 and 12. This shift was the mode of teaching world history without a prescribed curriculum. This study aimed to investigate the self-efficacy beliefs of teachers teaching world history without a prescribed textbook and also build the knowledge in context to the Bhutanese classroom experience. In this research, the methodology was a mixed method with social constructivism as a primary research paradigm. Surveys, interviews and document analysis were some of the tools used in this research. Analysis of data highlight some difficulty of teaching without a textbook with teachers’ academic and professional self-efficacy beliefs are slightly above average in the 5 pointsLikert’s rating scale. . The study also shows insignificant correlation of different professional qualifications on the efficacy level of teachers. This study does not include student views and perspective and limits the conclusion on textbook-less teaching merits and challenges.

Keywords: textbook-less, efficacy beliefs, competencies, and opportunities.

Article Info: Received: 08 Nov 2020; Received in revised form: 16 Dec 2020; Accepted: 25 Dec 2020; Available online: 30 Dec 2020

DOI: 10.22161/ijels.56.68