Teaching Efficacy and Performance of Selected Master of Arts in Education (MaEd) students in Cavite State University
Keywords:
Teaching Efficacy, PerformanceAbstract
INTRODUCTION
The significance of self-efficacy in teaching and learning process continues to intrigue researchers and practitioners. Previous research has provided empirical evidence in supporting the effectiveness of teacher self-efficacy, or the extent to which a teacher believes that he or she can influence the students' outcome, in educational contexts.
METHODS
This study used the descriptive research design. It described, recorded, analyzed and interpreted the level of teaching efficacy beliefs and the level of teaching performance of the selected MaEd students at Cavite State University. Moreover, this study used the descriptive-correlation research in determining the relationship between the teaching efficacy beliefs and teaching performance of the respondents.
RESULTS
Public secondary teachers attain a very high level of teaching efficacy in terms of student engagement, instructional strategies, and classroom management. The level of teaching efficacy in terms of instructional strategies, classroom management, and overall teaching efficacy do not affect the level of teaching performance of the Maed students of Cavite State University. However, there is a positive effect between the respondents' level of teaching efficacy and students' engagement of MaEd students.
DISCUSSIONS
Teachers should be updated with the latest trends in teaching. In addition, the Department of Education should implement seminars/trainings and programs whose goal is to maintain or improve the teachers' level of teaching efficacy and performance. Mentoring sessions between the principal, master teachers, and novice teachers be conducted and focus on a) the process of choosing the most effective and efficient teaching strategies to use for a specific situation and b) how to actively involve the students during the learning process and improve his/her own perceived effectiveness on the delivery of the teaching process.
