Social-Emotional Health, Self-Efficacy, and Performance of English Teachers

Abstract

This study determined the levels of social-emotional health, self-efficacy, and teaching performance of English teachers and examined the relationships among these variables. It assessed social-emotional health in terms of belief in self, belief in others, emotional competence, and engaged living; self-efficacy in terms of instructional strategies, classroom management, and student engagement; and teaching performance based on the teachers’ latest Individual Performance Commitment and Review Form (IPCRF) ratings. The respondents were 100 English teachers from public elementary and secondary schools in Clusters III and IV of one school division in the Negros Island Region. A descriptive-correlational research design was employed using standardized questionnaires, while teaching performance was determined from the teachers’ most recent IPCRF ratings. Data were analyzed using frequency count, percentage distribution, mean, standard deviation, and Spearman’s rank-order correlation. The findings revealed that the respondents were predominantly female, married, aged 36–40 years, held bachelor’s degrees with master’s units, had less than ten years of teaching experience, and were mostly Teacher I. The teachers demonstrated very high levels of social-emotional health and self-efficacy, while their teaching performance was rated outstanding. Social-emotional health had a significant positive relationship with teaching performance, whereas self-efficacy was not significantly related to teaching performance. The study concluded that strengthening teachers’ social-emotional health may enhance teaching performance and support intervention programs promoting teacher well-being, instructional quality, professional growth, and positive educational outcomes. These findings provide empirical evidence that social-emotional health is an important factor in fostering effective teaching and sustaining teacher effectiveness in public schools.