Teaching academics' self-efficacy in curriculum change

In response to the dramatic change in the Computing area, the continuous need for change and updating Computing curriculum is highlighted frequently in the relevant literature. Teaching academics play a key role in curriculum change process as they are the implementers of change. Whatever decision regarding curriculum change is made at a higher level, teaching academics will make it successful by putting them into practice. Academics with high self-efficacy are more likely to make efforts to be involved in curriculum change than those with low self-efficacy. The focus of this study was to investigate the Computing teaching academics' self-efficacy in curriculum change. The outcome of the study demonstrated some factors such as rewards and leadership need more attention to improve teaching academics' self-efficacy.