Teachers’ Teaching Efficacy and Instruction-Related Job Satisfaction: Inputs for an Instructional Development Plan
Abstract
Teachers’ confidence in performing instructional responsibilities and their satisfaction with conditions directly affecting teaching are critical to sustained instructional quality, professional motivation, and learner development. This study determined the teaching efficacy and instruction-related job satisfaction of teachers in Maganhan Elementary School and Bitanhuan Elementary School, Baybay City, Leyte, during School Year 2026–2027, as a basis for an instructional development plan. Employing a quantitative descriptive-correlational design, the study involved all 30 teacher-respondents. Data were gathered using a researcher-adapted questionnaire and analyzed through frequency, percentage, weighted mean, standard deviation, Pearson product–moment correlation, independent-samples t-test, and one-way analysis of variance at the .05 significance level. Findings revealed a very high level of teaching efficacy (WM = 4.28, SD = 0.60), with classroom management rated highest, and a very high level of instruction-related job satisfaction (WM = 4.23, SD = 0.59), supported almost equally by intrinsic and extrinsic factors. Teaching efficacy and instruction-related job satisfaction showed a strong, positive, and statistically significant relationship (r = .72, p < .001). No significant differences were found when the variables were grouped according to age, gender, educational attainment, teaching rank, and length of service. Challenges were moderately serious overall (WM = 3.22), particularly excessive paperwork, inadequate facilities or technology, and large classes. The study underscores the importance of strengthening project implementation, differentiated instruction, supportive supervision, recognition, collaboration, resource provision, and workload management through a responsive instructional development plan. It provides strong localized evidence for effectively sustaining teacher competence, fulfillment, well-being, and equitable instructional improvement in both schools.