Self-Efficacy and Job Satisfaction of Teachers in Public Elementary Schools in the Division of Mandaluyong City: Basis for Capacity-Building Enhancement Program
DOI:
https://doi.org/10.5281/zenodo.22858338Keywords:
self-efficacy, job satisfaction, public elementary school teachers, workload, working environment, teacher well-being, institutional support, intervention programAbstract
This study examined the self-efficacy and job satisfaction of teachers in public elementary schools in the Division of Mandaluyong City as a basis for developing an intervention program. Guided by Bandura’s Self-Efficacy Theory and Herzberg’s Two-Factor Theory, the study employed a descriptive research design using a structured survey questionnaire with a five-point Likert scale. Data were gathered from supervisors, school heads, and teachers and analyzed using frequency distribution, weighted mean, Analysis of Variance (ANOVA), and Multiple Linear Regression. Findings revealed that self-efficacy was highly evident, with an overall composite weighted mean of 4.54, while teachers’ job satisfaction was highly satisfactory, with an overall composite weighted mean of 4.37. Significant differences were found among the assessments of supervisors, school heads, and teachers across all dimensions of self-efficacy. Regression analysis further showed a moderately strong relationship among the variables, with workplace conditions and workload emerging as significant predictors. Despite generally positive levels of self-efficacy and job satisfaction, teachers moderately encountered challenges related to workload, communication, instructional support, and work-life balance. Based on these findings, an intervention program was developed to strengthen teacher competence, improve working conditions, enhance institutional support, and address identified concerns. The proposed program was rated highly acceptable, with an overall composite weighted mean of 4.42, indicating its perceived relevance, applicability, and potential effectiveness in promoting teacher well-being, professional confidence, job satisfaction, and a supportive and productive educational environment.
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