<p>Effective curriculum reform relies significantly on teachers, who are tasked with integrating new curricula into their practices while navigating associated challenges and shifts in beliefs. This study investigates the relationship between teachers’ perceptions of these new curriculum reforms and their self-efficacy, seeking to determine whether a statistically significant connection exists between the two. Additionally, the study explores how specific curriculum content and teachers’ attitudes toward these changes serve as predictors of their self-efficacy beliefs. Using a mixed-methods approach, the research involved 163 survey participants and 7 interviewed teachers, with data collected through questionnaires and online interviews. Statistical analyses, including correlation and regression, were conducted to explore the relationship between self-efficacy and curriculum understanding, while thematic analysis was employed to interpret the qualitative data. Results show that curriculum understanding and effective collaboration are key factors in enhancing teachers’ self-efficacy. Teachers who prioritized cognitive processes and engaged in collaborative practices exhibited higher confidence, underscoring the importance of curriculum clarity and supportive environments. Challenges like curriculum overload and classroom management difficulties highlight areas needing additional support. This study presents a framework designed to enhance teacher self-efficacy in the context of curriculum reforms.</p>