Teachers’ Self-Efficacy and Performance
DOI:
https://doi.org/10.5281/zenodo.15647894Keywords:
Instructional Effectiveness, Professional Development, Teacher Self-EfficacyAbstract
This study examined the self-efficacy and performance of 140 teachers in a Central Philippine school district during the 2024–2025 school year, focusing on instructional delivery, classroom management, learner support and motivation, and professional development and collaboration. The sample, balanced in age but predominantly female, married, less experienced, and holding postgraduate degrees, revealed generally very high self-efficacy, especially in instructional delivery and classroom management, with slightly lower confidence in adaptive teaching strategies like differentiated instruction. Overall performance for 2023–2024 was rated outstanding. Significant differences in self-efficacy and performance were observed based on age, teaching experience, and educational attainment, while sex had no significant effect and civil status showed mixed influence. Teachers with higher qualifications demonstrated greater confidence and effectiveness, and older, married, and more experienced teachers earned higher performance ratings. A strong positive correlation between self-efficacy and performance suggests that teacher confidence enhances classroom effectiveness. The study recommends improving teacher training on adaptive instruction and learner support, promoting advanced education, mentoring new teachers, and recognizing excellence. Additionally, it calls for targeted programs for younger and less experienced teachers, ongoing professional development, and initiatives addressing students’ emotional and social needs. Future research should further explore the relationship between teachers’ self-efficacy and training needs to optimize instructional support and performance.
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