The Impact of Implemented Curriculum on Teachers Professional Self-efficacyCase Study: Student-Teacher Course of Educational Sciences, Isfahan cityFarhangian University

The aim of this research was to Impact Of Implemented curriculum On Student-Teacher professional self-efficacy Course of Educational Sciences, Isfahan city Farhangian University points of view.

The research method was descriptive-survey. Statistical sample were 241 Student- Teachers who selected through stratified random sampling from relating to Course of Educational Sciences. The data were gathered through a 72-item researcher made the questionnaire. The questionnaire content and formal validities were admitted by university professors. The reliability of the questionnaire was 0/977 Cronbach`s alpha coefficient. The obtained data were analyzed by single sample T-test, t for two independent samples, variance analysis (F), and LSD.

The research findings showed that professional self-efficacy (p=0/001, X ̅=6/55) and its components such as cognitive (p=0/001, X ̅=6/08), emotional (p=0/001, X ̅=7/40) and behavioural (p=0/001, X ̅=6/18) were above the average.

The finding indicated that there were significant differences between professional self-efficacy mean scores relating to respondents views in the different year of entry to University but there was no difference between mean scores regarding sex, the course of study.