Curriculum reforms are demanding in terms of implementation since they require changes in many aspects that might challenge the existing beliefs and subjective realities deeply embedded in an individual and organizational context (Fullan, 2015; Tikkanen et al., 2020).

Teachers are the foremost implementers of curriculum reform and their direct engagement with and enactment of the curriculum significantly shapes the outcomes of reform. According to Fullan (2015), curriculum implementation is the vehicle through which desired objectives are achieved, and for the new curriculum to yield results, it must be effectively translated into classroom practices. Furthermore, Fullan (2015) emphasizes that for the successful implementation of educational reform, a minimum of three dimensions of change should be addressed: materials, teaching approaches, and beliefs. Teachers' experiences with curriculum implementation can affect their efficacy beliefs during the implementation stage (Agormedah et al., 2022; Bennet, 2007). On the other side, the teachers' perceived self-efficacy can influence the way teachers will interact with the new curriculum (Barni, Danioni & Benevene, 2019; Gouëdard et al., 2020; Putwain & Embse, 2019). These studies emphasize the need for a holistic approach to understanding and supporting teachers during educational reforms. Teachers often make critical decisions regarding change early in the implementation process, potentially relying on limited information. Given that teachers can have notable concerns about curriculum reforms, failure to address these concerns could potentially influence how the change is implemented, thereby impacting the self-efficacy of teachers. According to Gordon et al. (2023), the successful execution of educational reforms significantly relies on the teacher's self-efficacy. Bandura's self-efficacy theory (1977), highlights that self-efficacy is crucial for teachers and has a direct impact on the quality of education. Teachers with high self-efficacy contribute positively to the educational environment, fostering resilience, adaptability, and a commitment to continuous improvement.

Aim of the study

This study investigates the intricate relationship between teachers' perceived challenges in the implementation of curriculum reform and their self-efficacy in teaching. Centered on uncovering the intricate dynamics of variables, the research seeks to identify specific challenges posed by curriculum reform and understand the connection of these challenges with teachers' beliefs and demographic factors such as gender, educational background, and teaching experience. Furthermore, this study investigates teachers' perspectives on the most effective approaches for enhancing motivation and fostering commitment to the new curriculum, as well as for promoting their self-efficacy beliefs.

Research questions that guide this study are:

- To what extent do teachers perceive the success of implementing the new curriculum in their school context?

- Is there a statistically significant relationship between teacher self-efficacy and the perception of teachers regarding the implementation of curriculum reforms?

- To what extent do individual characteristics, such as gender, teaching experience and educational background, mediate the relationship between teacher self-efficacy and their perception regarding the implementation of curriculum reforms?

- What insights can teachers provide regarding the strategies and practices they find most effective in enhancing motivation, cultivating commitment to the new curriculum, and fostering their own self-efficacy beliefs?

The study employs a mixed-methods approach, blending quantitative surveys, to quantify the nature and extent of challenges faced by teachers during curriculum reform, with qualitative methods such as interviews to capture the depth of their self-efficacy experiences influenced by the implementation of the new curriculum reforms. As outlined by Rossman and Wilson (1985, 1994), adopting a multi-method approach in policy research offers promise for comprehending the intricate phenomena of the social world. This involves viewing the world from various perspectives and employing diverse methodologies that are more adept at addressing the diverse stakeholders involved in policy issues, as opposed to relying on a single method or approach to research. The quantitative phase involves the distribution of a standardized questionnaire to a random sample of primary and lower secondary teachers in public and private schools in Kosovo (n=400), assessing challenges across various dimensions and measuring the connection with self-efficacy beliefs. Moreover, interviews were conducted with 20 selected primary and lower secondary teachers to explore their experiences and gather their insights on the successful implementation of curriculum reform, as well as the development of their self-efficacy. Teachers were recruited from diverse schools across Kosovo using a purposive sampling technique that adhered to the criteria of variation sampling (Patton, 2002). The intent was to encompass a comprehensive range of perspectives within the research study. The survey instrument encompasses the following constructs: personal and professional background, teachers' perceptions of curriculum implementation and their perceived level of self-efficacy. The self-efficacy questionnaire (Tschannen-Moran & Hoy, 2001) adapted for the context of curriculum reforms will be used to evaluate the effectiveness of implementing the curricula. This questionnaire is tested and piloted to ensure it is a valid and reliable tool for use in this context. The gathered data will be subjected to statistical analysis, including inferential and correlation analyses. Themes and patterns extracted from the qualitative data provide depth and context to the statistical insights garnered from the quantitative analysis. The data underwent analysis through thematic analysis, utilizing an inductive coding approach. Themes were derived from the initial coding process to address the research questions.

The outcomes of this research offer a nuanced understanding of the multifaceted dynamics shaping teachers' responses to curriculum reform and its consequential impact on their self-efficacy beliefs. Additionally, the investigation aims to uncover teachers' perspectives on effective approaches for motivation, commitment, and self-efficacy in the context of the new curriculum. By identifying specific challenges and exploring their connections with demographic factors and self-efficacy beliefs, the research aims to provide valuable insights for policymakers, administrators, and initiatives focused on professional development. Furthermore, the examination of teachers' perspectives on effective approaches for curriculum implementation expected to inform strategies that can enhance their self-efficacy beliefs, ultimately contributing to the successful implementation of curriculum reforms in the educational landscape. This study has the potential to offer insights that extend beyond a specific local context, contributing to a broader international dialogue on curriculum reform challenges, teachers' self-efficacy, and effective strategies for motivating and fostering commitment among teachers worldwide.

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