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In 2017, the Royal Education Council (REC) initiated a paradigm shift in the teaching of world history in grades 11 and 12. This shift was the mode of teaching world history without a prescribed curriculum. This study aimed to investigate the self-efficacy beliefs of teachers teaching world history without a prescribed textbook and also build the knowledge in context to the Bhutanese classroom experience. This research adopted a convergent mixed-method design with social constructivism as a primary research paradigm. Surveys, interviews and document analysis were some of the tools used in this research. Analysis of data highlights academic and professional efficacy levels slightly above average in the 5 point Likert’s scale indicating some level of difficulty in teaching without a textbook. The study also shows an insignificant correlation of different professional qualifications on the efficacy level of teachers. This study does not include student views and perspective and limits the conclusion on textbook-less teaching merits and challenges. Keywords— textbook-less, efficacy beliefs, competencies, and opportunities. I. CONTEXT OF THE STUDY History as a separate subject is taught from grade 7 onwards in the Bhutanese education system. Till grade 6, it is a part of the social studies subject. Anglo-Indian school curriculum system continued to have influence, especially in the world and Indian history subjects. History curriculum, especially textbooks of world and Indian sections were reviewed less and had no major change and development. This situation impelled the Royal Education Council (REC) to propose the revision of the history curriculum in its 28 Curriculum Board

Investigating the Self-Efficacy beliefs and experiences of teachers teaching Grades 11 and 12 World history without a Textbook