6th Article | Volume 02 | Issue 02
Social-Emotional Competencies, Teaching Efficacy, and Self-Perceived Teaching Effectiveness of Elementary Science Teachers
Danica Ann N. Ordoña
Teacher I, Kanggahan Elementary School, Trece Martires City
Cavite, Philippines
Abstract
This study investigated the significant relationship between social-emotional competencies (SEC), teaching efficacy (TE), and self-perceived teaching effectiveness (SPTE) of elementary science teachers in the District of Trece Martires City. A descriptive-correlational study design was used, and 70 teachers answered a four-part survey questionnaire. In a descriptive correlational design, the study collected data, explained the variables of interest, and figured out their relationship (Bhat, 2018). The results of the study revealed that many of the teachers are female, middle-aged, have a non-science bachelor's degree, have less teaching experience, and are assigned to the Teacher I position. They have shown a high level of SEC in terms of self-awareness, social awareness, and relationship skills. On the other hand, SEC levels in terms of self-management and responsible decision-making are moderately high. Also, teachers have a high level of TE and SPTE, which is an excellent indication that there are numerous opportunities to help students improve their science proficiency, as increased TE and SPTE are associated with improved student learning. Generally, teachers' demographic profiles do not influence their SEC, TE, or SPTE. However, it is most likely that the length of service and teaching position have an impact on the three variables. There is, however, a significant relationship between SEC, TE, and SPTE among teachers. Based on these data, we can conclude that SEC, TE, and SPTE affect the teachers' performance which in turn can affect the students' development and achievement in science.
Keywords: social-emotional competencies, teaching efficacy, self-perceived teaching effectiveness, teacher effectiveness, teacher performance
How to cite:
Ordoña, D. A. (2024). Social-Emotional Competencies, Teaching Efficacy, and Self-Perceived Teaching Effectiveness of Elementary Science Teachers. International Journal of Multidisciplinary Educational Research and Innovation. 2(2), 93-108. https://doi.org/10.17613/s56v-8966.
References:
Akram, M., & Zepeda, S. (2015). Development and Validation of a Teacher Self-assessment Instrument. Journal of Research and Reflections, 9(2), 134–148. https://ue.edu.pk/jrre/articles/92005.pdf
Bhat, A. (2018, August 2). Descriptive Correlational: Descriptive vs correlational research. QuestionPro. https://www.questionpro.com/blog/descriptive-research-vs-correlational-research/#:~:text=Descriptive%20correlational%20research%20is%20a
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., Gullotta, T. P., & Comer, J. P. (2015). Handbook of social and emotional learning: research and practice. Guilford Press.
Goodman, D. (2022). Social-emotional beliefs and competencies of high school teachers in a high need district: relationship with teacher self-efficacy. In Theses and Dissertations. https://rdw.rowan.edu/etd/2974/
Heath, C. (2023, February 5). Descriptive Research: Design, Methods, Examples, and FAQs. Dovetail.com. https://dovetail.com/research/descriptive-research/
McCarthy, C. (2019, October 28). Teacher stress: Balancing demands and resources. Kappanonline.org. https://kappanonline.org/teacher-stress-balancing-demands-resources-mccarthy/
Oria, L., Vargas, P., & Guibao, M. (2021). Emotional intelligence and performance of the elementary school teachers in Lavezares I District, Division of Northern Samar. International Journal of Multidisciplinary Research and Growth Evaluation, 2(5), 33–42. www.allmultidisciplinaryjournal.com. https://doi.org/2582-7138
Putu Wirmayani, & Farida Kurniawati. (2021). Factor associated with teacher efficacy toward inclusive practice in Indonesia: the role of perceived school support and demographic variables. CERN European Organization for Nuclear Research, 4. https://doi.org/10.5281/zenodo.6906626
Rabago-Mingoa, T. (2017). Filipino teachers’ stress levels and coping strategies. https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2017/LLI/LLI-I-020.pdf
Silva, M. (2021). The relationship between managerial skills and teaching effectiveness of elementary school teachers. International Journal of Educational Management and Development Studies, 1(1), 1–19. https://doi.org/10.53378/346083
Torabzadeh, S., & Tavassoli, K. (2021). Exploring differences in novice, experienced, and highly experienced teachers’ reflectivity: A mixed methods study. The Journal of Asia TEFL, 18(3), 1040–1048. https://doi.org/10.18823/asiatefl.2021.18.3.24.1040
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teachers’ sense of efficacy scale. https://cpb-us-w2.wpmucdn.com/u.osu.edu/dist/2/5604/files/2018/04/TSES-scoring-zted8m-1s63pv8.pdf
Ünal, Z., & Ünal, A. (2012). The impact of years of teaching experience on the classroom management approaches of elementary School teachers. International Journal, 5(2). https://dergipark.org.tr/en/download/article-file/59738
Yoder, N. (2022). Self-assessing educator social and emotional competencies and instruction (Refreshed). https://www.air.org/sites/default/files/2022-12/GTL-Educator-Self-Assessment-Refreshed-2014-508.pdf