Influential Self-Efficacy Factors and their Effects on Work Performance among Selected Public School SPED Teachers in Manila and Quezon City
This study explored how influential self-efficacy factors of public school special education teachers affect their level of self-efficacy and work performance through survey questionnaires and interviews. A total number of 106 SPED teachers from selected public schools in Manila and Quezon City answered the survey questionnaires and from these survey respondents, eight SPED teachers were interviewed. Participants were grouped into novice and experienced teachers to compare the responses. Median and mean scores were used to analyze the data from the survey questionnaires and interviews were analyzed. Results from the survey showed that student‟s progress and the challenging ratio of special students in a class are influential factors that affect their level of self-efficacy for both novice and experienced teachers. Both groups rated their level of self-efficacy level to be extremely high. Based on the interviews, past successful experiences increases level of self-efficacy and unsuccessful experiences don‟t necessarily lower it. Effects of stress were considered to be minimal and that social persuasion emerged to be an influential source of self-efficacy. Results from the interview showed that high level of self-efficacy would indicate positive work outcomes and low level of self-efficacy would mean low work performance.
Keywords - Self-efficacy, SPED teachers, Social Cognitve Theory, Work Performance, Philippines.