CURRICULUM Viability and Professional Development as Predictors of Self-Efficacy among Junior High School TEACHERS

Abstract

This study determined the significance of curriculum viability and professional development on self-efficacy among private junior high school teachers in the City of Koronadal, Province of South Cotabato. A quantitative research approach using a descriptive correlational design was utilized.  Adapted and validated survey questionnaires were used to collect data from the respondents. The data were analyzed using Mean, Standard Deviation, Pearson's product-moment correlation, and multiple linear regression. The findings revealed that the levels of curriculum viability, professional development, and self-efficacy among private junior high school teachers were very high, with a strong, significant positive correlation among the three. Further, the regression model indicates that both curriculum viability and professional development significantly predicted teacher self-efficacy.