Teachers’ Self Efficacy and Work Performance

AUTHOR(S)

Darren C. Balasabas William A. Buquia

ABSTRACT

—— This study examined the self-efficacy levels of teachers and their relationship to work performance in a district in a small-sized division in Central Philippines. It also tends to establish a basis for an intervention plan. Using a descriptive-correlational research design, the researchers conducted a census sampling of 105 public school teachers. The data were gathered using a validated and contextually researcher-made structured questionnaire on teachers’ demographic profiles, self-efficacy across five domains, and work performance anchored on established performance indicators. Data analysis used descriptive statistics, normality testing, and correlation procedures to describe the differences and relationships among the variables. Results showed that a majority of the teachers fall under the mid-career category and are occupying the Teacher III position, with very high efficacy in behavior management and high efficacy in instructional, motivational, and general domains, while having a moderately high self-efficacy in the student engagement domain. Similarly, the overall work performance is generally rated as very satisfactory. This study also noted correlations of overall self-efficacy with profile variables such as age, monthly income, and teaching position. However, overall self-efficacy is not significantly related to work performance. Results imply differential levels of confidence across certain aspects and, notably, below-average performance in student engagement. It is hereby concluded that domain-specific competencies should be consolidated to support continuous instructional improvement; hence, schools may consider differentiated professional development that prioritizes enhancement of engagement-focused teaching practices. Keywords: Teachers’ Self-Efficacy, Work Performance, Student Engagement, Professional Development, Instructional Effectiveness