Farihah HussainNik Mohd Rahimi Nik YusoffMaimun Aqsa LubisRosni Samah2024-05-282024-05-28201918/2/20202222-6990418-5810.6007/IJARBSS/v9-i1/5897https://hrmars.com/papers/detail/IJARBSS/5897/The-Practice-of-Giving-Guidance-in-the-Context-of-Teacher-Efficacy-in-Teaching-of-Grammar-in-Integrated-Dini-Curriculum-IDC-in-Religious-Schoolshttps://oarep.usim.edu.my/handle/123456789/7057Hussain, F., Yusoff, N. M. R. N., Lubis, M. A., & Samah, R. (2019). The Practice of Giving Guidance in the Context Of Teacher Efficacy in Teaching of Grammar In Integrated Dini Curriculum (Idc) In Religious Schools. International Journal of Academic Research Business and Social Sciences, 9(1), 1372–1378.The aim of this research is to explore the practice of giving guidance in the context of teacher efficacy in teaching of grammar in Integrated Dini Curriculum (IDC) in religious schools. This is a qualitative research using interviews, observations and document analyses. This study involves seven research participants whom are five male teachers and two female teachers in Kedah. The themes were established using software-aided analysis of Atlas 8. Teacher guidance can be categorized into two aspects, which are guidance during and guidance after the teaching of grammar. The subtheme of guidance during teaching is spontaneous guidance. As for the subthemes for guidance after teaching are grammar clinics or workshops, tuitions and discussions on social media. Teachers’ willingness to spend time shows they have efficacy (confidence) and high capability in educating and guiding students to understand the teaching of grammar. Keyword: Teacher efficacy, grammar teaching, government supported religious schoolsenTeacher efficacy,grammar teaching,government supported religious schoolsArticle1372137891