Relationship Between Facilitator Teaching Style and Self-Efficacy Among Education Students

Abstract

This study examined the relationship between facilitator teaching style and student selfefficacy among third-year Bachelor of Elementary Education students at the Philippine College Foundation during Academic Year 2025–2026. A descriptive-correlational research design was utilized, involving total enumeration of all eligible respondents. Data were gathered using adapted, validated and pilot-tested instruments that assessed facilitator teaching style in terms of instructional strategies and classroom management, and self-efficacy in terms of task mastery, learning strategies, and persistence. The instruments demonstrated strong internal consistency across all measures. Findings indicated that facilitator teaching style is consistently practiced among instructors, while students generally exhibit a high level of self-efficacy. Further analysis showed a significant positive relationship between facilitator teaching style and student self-efficacy, with classroom management emerging as the most influential dimension. Overall, the results suggest that learner-centered instructional practices are associated with stronger academic confidence among students. The study underscores the importance of sustaining facilitator-oriented teaching approaches in strengthening the selfefficacy of future educators.