Abstract
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.