Influence of Self-Efficacy of Early Childhood Education Teachers on the Perceived Efficiency of Play-Based Learning in Teaching Literacy and Numeracy

Abstract

The efficiency of play-based learning remains a concern in early childhood education. This study investigated the influence of self-efficacy and professional competence on the perceived efficiency of play-based learning in teaching literacy and numeracy. A diagnostic research design was employed using universal sampling, survey techniques, and multiple linear regression analysis. Data were collected from 110 early childhood education teachers in Davao City. Results revealed that professional competence was significantly associated with the perceived efficiency of play-based learning (r = .275, p = .004) and emerged as a significant predictor in the regression model (β = .256, p = .011), whereas self-efficacy did not demonstrate a significant independent influence. The regression model was statistically significant (R² = .079, p = .012), indicating that professional competence contributed to teachers’ positive perceptions of play-based learning effectiveness. The findings support Social Cognitive Theory and suggest that strengthening teachers’ professional competence through targeted professional development programs may enhance the implementation of play-based learning strategies in literacy and numeracy instruction. These results provide valuable insights for school administrators, teacher educators, and policymakers in designing interventions that support quality early childhood education. Future research may explore additional factors influencing play-based learning effectiveness and utilize qualitative approaches to gain deeper insights into teachers’ implementation of play-based learning in diverse educational settings.