1Jasmine B. Antonio, 2Erlinda A. Quirap
1,2Southern de Oro Philippines College, Cagayan de Oro City, Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i04-15Google Scholar Download Pdf
ABSTRACT:
Engaging in professional development activities is essential for teachers to guarantee that they possess the abilities and understanding needed to deliver high-quality instruction. The study sought to ascertain the profile of the teacher respondents; the level of involvement towards school learning action cell, in-service training, and action research; the level of teachers' efficacy; the relationship between teachers’ professional development activities and efficacy; the difference between the teachers’ professional development activities and efficacy when group according to their profile; and the teachers’ professional development activities singly or in combination affects the teachers’ efficacy. The respondents were one hundred thirty-nine (139) teachers. Descriptive correlational and causal research design methods were used. The instruments were self-made questionnaires and the other was adapted. Statistical treatments like Frequency and Percentage, Mean and Standard Deviation, Pearson Product Moment Correlation, F Test Anova and Regression Analysis were utilized. Results showed that most of the respondents were between 31-40 years old, female, Teacher I, and have been teaching for 6-10 years. The level of teachers’ efficacy was “very high”. Action Research and School Learning Action Cell indicate a weak positive correlation with efficacy, while In-Service Training revealed a weak negative correlation with efficacy. In-service training sessions may be conducted regularly and tailored to teachers’ needs to enhance their skills and confidence better and, at the same time, minimize their negative notion of it.
KEYWORDS:efficacy, InSet, LAC, teachers’ professional development activities
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