Necessary skills for a 21st-century workforce have evolved from an Industrial Age skill set to a knowledge-based, Fourth Industrial Revolution, skill set. As a result, we must consider how we develop teacher efficacy in instruction aligned with these identifiable 21st-century competencies. If teacher efficacy has a high impact on student learning then responsibility for providing teachers the necessary professional development experiences to adequately build their efficacy towards 21st-century competencies must be provided by schools and educational organizations. Given Bandura's four influencers towards the development of self-efficacy, a collective social learning system for teachers could potentially not only encourage innovation and creativity towards instructional competencies and increase teacher collaboration but also build teacher confidence in delivering instruction aligned with 21st-century competencies. The purpose of this narrative study is to discover how the different generational demographics amongst international educators form their attitudes and beliefs towards professional development experiences as they develop efficacy towards 21st-century instructional competencies. The knowledge generated is expected to inform school administrators on how to provide professional development experiences in building teacher efficacy for 21st-century instructional competencies to meet the needs of each generational demographic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]