Associating the Instructional Practices and Self-efficacy of Teachers in Selected Public Elementary Schools in Antique, Philippines

Abstract

This study assessed the instructional practices of public elementary teachers in planning, teaching, and assessing relative to sex, age, length of teaching experience, educational attainment, and current teaching position. It also determined their self-efficacy in behavioral management, instruction, motivation, and non-teaching tasks relative to the demographics. Likewise, it correlated their instructional practices and self-efficacy. This employed the descriptive-correlational design where 192 public elementary teachers in a school division in Central Philippines responded to the validated and reliability-tested researcher-made questionnaires. In data analysis, mean, standard deviation and Pearson product-moment correlation coefficient were utilized. Generally, the teachers rated high instructional practice in planning, teaching, and assessing. Their self-efficacy was found high in behavioral management and instruction while very high in motivation and non-teaching tasks. Finally, a significant positive relationship (r=0.807, p<0.001) was found between instructional practices and self-efficacy. These findings imply that enhancing teachers' competence in planning, teaching, and assessing may positively influence their self-efficacy. The study recommends focused interventions in these areas to ensure successful instructional processes and improve educational outcomes.