Work

Assessing the Influence of Self-Efficacy and Communicative Competence of Teachers Towards Teacher Effectiveness Among Public Elementary Teachers

Year: 2025

Type: article

Abstract: This study examines the influence of self-efficacy and communicative competence on teacher effectiveness among public elementary school teachers. In today’s dynamic educational environment, the role of teachers has evolved beyond delivering content—they are now expected to motivate, engage, and lead learners toward holistic development. The teacher’s belief in their capabilities (self-efficacy) and ability to communicate effectively in diverse classroom settings are key to fulfilling this role. These factors are crucial in managing classroom behavior, facilitating understanding, and fostering positive student outcomes. Despite their importance, there remains a limited body of empirical research exploring how these constructs contribute to overall teacher effectiveness, particularly in the context of public education in Region XI. To address this gap, the study surveyed 424 public elementary teachers using adapted questionnaires to assess their self-efficacy, communicative competence, and effectiveness in teaching. Data were analyzed using weighted arithmetic mean, standard deviation, Pearson’s r, and structural equation modeling (SEM). Findings revealed that teachers were rated highly in self-efficacy (mean = 4.30), communicative competence (mean = 4.29), and teacher effectiveness (mean = 4.63). Results further demonstrated significant positive relationships between self-efficacy, teacher effectiveness (r = 0.18), and communicative competence and teacher effectiveness (r = 0.34). Structural modeling indicated that self-efficacy strongly correlates with student engagement (β = 1.08), while communicative competence directly affects teacher effectiveness (β = 0.34). In conclusion, the study affirms that self-efficacy and communicative competence are critical to enhancing teacher performance. The researchers recommend strategies and programs focused on strengthening these areas to improve educational outcomes in the local context.

Source: Psychology and Education A Multidisciplinary Journal

DOI: 10.70838/pemj.380902

Authors: Anifel Lemindog, Jihan Labrador

Institutions: Department of Education, Davao Oriental State University

Language: English

Topic: School Leadership and Teacher Performance

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W4410889227