Teaching Efficacy And Use Of Instructional Strategies Of Public Secondary School Teachers In Sulu

Abstract

This study ascertained the extent of teachers’ efficacy and instructional strategies use among secondary junior and senior high school teachers at DepEd-Sulu during school year 2018-2019 and the significant differences in categories subsumed under these components when data are grouped according to teachers’ sex, age, civil status, length of service, position and highest educational qualification. It answered the research questions based on the following hypotheses: (1) There is no significant relationship between teaching efficacy and instructional strategies use of junior and senior high school teachers in Sulu; (2) There is no significant difference in teaching efficacy of junior and senior high school teachers in Sulu when data are classified according to sex, age, educational attainment, length of service and position; and (3) There is no significant difference in instructional strategies use of junior and senior high school teachers in Sulu when data are classified according to age, sex, educational attainment, length of service and position. This study employed the descriptive-quantitative research design with 170 secondary school teachers at DepEd-Sulu during the school year 2018-2019. The frequency counts and percentage score were used to determine the socio-demographic profiles; mean and standard deviation were used to determine the extent of teaching efficacy and instructional strategies use. The t-Test for independent samples, One-Way ANOVA and Pearson Correlation Coefficient were used to determine the significant differences and degree of correlation of teachers’ perceived teaching efficacy and instructional strategies use. This study seems to support Bandura’s (2001) Social Cognitive Theory which focuses on cognitive, vicarious, self-regulatory, and self-reflective processes. Bandura stressed that people are self-organizing, proactive, self-reflecting, and self-regulating, and they are not just reactive organisms directed by the environmental events or inner forces. This theory further emphasized that efficacy beliefs affect the way people think either positively or negatively, the kind of aims they would like to achieve and also their commitments to achieve the results of their efforts. Having high levels of self-efficacy motivates people to have higher goals and as the result they persevere if they face any obstacles or adverse situation and also, they will perform much better.