Teacher self-efficacy among Grade 6 teachers: Sources, classroom practices, and challenges

Abstract

Teacher self-efficacy plays an important role in how teachers respond to classroom demands, engage learners, and sustain effective teaching practices. However, limited evidence exists on the sources of teacher self-efficacy, classroom practices, and challenges experienced by Grade 6 teachers in the public elementary schools of Roxas East and West Districts. This study examined the sources and level of teacher self-efficacy, classroom practices that promote it, challenging learner behaviors and classroom situations, and differences in teachers’ perceptions according to selected characteristics. A descriptive research design was employed with 18 Grade 6 teachers as respondents. Data were gathered through a questionnaire, informal interviews, and documentary analysis and were analyzed using frequency, percentage, ranking, weighted mean, and chi-square. The findings showed high familiarity with the sources of self-efficacy, with verbal persuasion receiving the highest rating. Teachers also strongly subscribed to practices that promote self-efficacy, particularly setting achievable goals. Role overload emerged as the most difficult challenge. The proposed enhancement blueprint was rated very effective, highlighting targeted professional development, recognition, and collaborative planning.