The Teachers’ Self-efficacy for Motivating Senior High School Students of Isabela Province

Abstract

The study determined the extent of teachers’ self-efficacy for motivating students and the strategies they use in the classroom in terms of efficacy for diagnosis and intervention scale and general beliefs scale. The descriptive-correlational method of research was used in the study. Result shows that the extent of teachers’ self-efficacy for motivating students in terms of confidence about diagnosing motivation has resulted to mean ratings of 3.76 to 4.14 given by the students and 3.97 to 4.38 from the teachers resulting to grand means of 3.90 to 4.26 which reveals that both students and the teachers often observe that teachers can tell when students are motivated to learn in the class, teachers have indicators to successfully identify unmotivated students and generally, the students believe that the teacher can accurately tell when students are not motivated in class. On the other hand, in terms of general beliefs scale the results of the mean has rated 3.91 to 4.00 given by the students and 4.11 to 4.37 the teachers with grand means ranging from 4.01 to 4.14 reveals that they oftentimes perceive that the teachers are confident that they really can do a lot to influence students' motivation, know that students' motivation is generally pretty responsive to teachers' influence and frequently believe that students' motivation can usually be influenced by different strategies. Significant findings show that the correlation value of -0.09 with 0.02 significance level implies that the attitude of the teachers of not wasting time trying to motivate some students have a bearing on their gender. Future research may also look into some other profile of the respondents that will correlate with the self-efficacy in motivating the senior high school students to test the best results of the motivating factors.