Self-Efficacy and Classroom Management among Selected High School Teachers of Urdaneta City, Pangasinan

Abstract

Introduction

Teachers encounter challenging situations every day –in the classroom, with parents, colleagues, and administration. These challenges can affect the way a teacher feels about her level of confidence in the handling of these situations –a teacher’s efficacy.

Methods

This study determined the effects of socio-demographic characteristics and perceptions of self-efficacy of 100 respondents on their classroom management skills. This study made use of descriptive-correlational research design, and the respondents were chosen through purposive sampling.

Results

Findings reveal that the majority of the respondents were between the ages of 41 to 45 years, and married. The females outnumber males. They had 1 –5 years of teaching and mostly had masteral units. Results also indicate that the respondents had a positive sense of self-efficacy. They also strongly agreed that they had sound and favorable classroom management skills.

Discussions

Statistical tests indicate that there is no significant relationship between socio-demographic characteristics of the respondents in terms of age, gender, civil status and number of years in teaching, and classroom management skills. However, the highest educational attainment manifested a significant relationship with classroom management skills. Results also show that a significant relationship was noted between the respondents' perceptions of their self-efficacy and their classroom management skills. They should be encouraged to continue or finish their graduate studies because research shows that completing graduate studies can result in effective classroom management skills which will, in turn, result in favorable classroom learning.