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. It also determined the relationship between the extent of teachers' self-efficacy for motivating students and the strategies they use in the classroom and their gender. The descriptive-correlational method of research was used in the study.  The data collected were tallied, categorized and tabulated to provide information needed in this study. Kendall’s Tau b was used to determine the significant of the relationships between the variables under 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.  The data 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 reveal 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. In addition, only gender has some kind of relationship with the perception as to the extent of motivating strategies and general beliefs.  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.  Male teachers had the greater tendency to show this attitude as compared to the females and the LGBT teachers. The gender of the senior high school teachers has a significant association with the general beliefs on the malleability of motivation.  The correlation values of 0.17 and 0.19 with significant levels less than 0.05 implies that the LGBT teachers tend to have a higher conviction about teachers being very confident that they really can do a lot to influence students' motivation and that students' motivation is generally pretty responsive to teachers' influence. 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.