Year: 2025
Type: article
Study design: Observational Study
Abstract: Classroom teachers have multiple responsibilities aside from their main duties and responsibilities towards their learners. This study was undertaken to determine the ancillary functions and self-efficacy among public school teachers, their significant relationship and identify which ancillary functions affect teachers’ self-efficacy for the School Year 2024 – 2025. The study was conducted at Manolo Fortich District, Division of Bukidnon to one hundred twenty-four (124) teachers as actual respondents. The study employed a correlational and causal design and utilized a modified questionnaire. Mean and Standard Deviation, Pearson Product-Moment Correlation and Multiple Linear Regression Analysis were used to find the relationships among the variables. Results revealed that the overall level of ancillary functions of teachers was high while their efficacy was at Very Confident level. Significant moderate positive correlation was observed between teachers’ ancillary functions and self-efficacy. Co-curricular functions greatly affect teachers’ self-efficacy. It was concluded that ancillary functions have something to do with their efficacy. Thus, sustaining teachers’ best practices on performing tasks build their confidence with their outputs and performance.
Authors: Catherine O. Pastoril, Richard M. Oco, DepEd Division of Misamis Oriental, Cagayan de Oro City, Philippines
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4409568876