|dc.description.abstract||The purposes of this study were a) to identify if the introduction of the tenth grade civics
course had effected the teacher efficacy beliefs held by those teachers, within three school boards
in Ontario, who were to implement the course and b) to determine the implications of the
effected efficacy beliefs on the implementation and continuation of the secondary school civics
course. The subjects were chosen from three randomly selected school boards 6om Ontario.
There were two methods used to gather the data for this study. These two methods were
open-ended questionnaires, as well as semi-structured interview sessions. The findings from both
research methods were compared and contrasted with one another. The similarities and the
differences between the two research methods were identified and recorded. Each of these two
methods were used to elicit the lived experiences of the participants, in the attempt of developing
a well-rounded and in-depth conclusion to the research questions. The responses given by the
participants in both the interview sessions and the open-ended questionnaires were summarized.
The key points raised by the respondents were identified as (a) Influence on changes to
curriculum, (b) Ownership, (c) Those teachers who are being asked to teach the course, (d)
Training provided to teachers, (e) Support structures availability, (f) Resources usefulness, (g)
Course Expectations, (h) Course Practicality, (i) Time Constraints.
In conclusion, it was determined that there was an effect on the teachers' sense of
efficacy beliefs. It was further concluded that while the participants were pleased to see a course
address civic awareness, the majority of respondents made it clear that there needs to be a wide
variety of changes made to the course to improve its implementation and ultimately it chances
far long-term continuation within the school setting.||