Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 21 no. 6 (2024)

Teachers’ Self-Efficacy and their Performance

Norjehan Sangcad | Carlito Abarquez

Discipline: Teacher Training

 

Abstract:

This study aims to determine the self-efficacy and work performance based on the DepEd Individual Performance Commitment Review Form (IPCRF) rating in 2022-2023 among the 120 teachers in the district, Sultan Naga Dimaporo Central, Division of Lanao del Norte. To provide the respondents’ context their profile is described using the descriptive-correlational research design, with modified adapted questionnaire as the main data gathering tool. Data were analyzed using the descriptive and inferential statistics. The respondents are predominantly male and female, married and single who are 23 to 50 years old, mainly bachelor’s degree holders in education who have worked as DepEd teachers for at least one to five years. Respondents obtained a high self-efficacy level with very satisfactory work performance. Correlational analyses reveal that civil status, educational attainment, and length of DepEd teaching experience are significantly related to self-efficacy at 0.05 significance level. Correspondingly, self-efficacy in creating positive school environment, managing student discipline, and enlisting parental involvement are significantly related to teachers’ work performance. The role of self-efficacy in achieving desired teachers’ work performance is thus substantiated. To further enhance these dimensions of teaching profession towards developing competent learners, teachers must actively engage in relevant training activities, and pursue higher formal studies in education.



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