REFLECTIVE Teaching and Self-Efficacy Beliefs as Predictors of Individual Work Performance of Public Secondary School TEACHERS

Abstract

This study determined the influence of reflective teaching and self-efficacy beliefs on the individual work performance of public secondary school teachers utilizing quantitative research, specifically descriptive correlational design. Purposive quota sampling technique was used to determine the sample size of the respondents, while purposive sampling was employed in selecting the public secondary school teachers as respondents for this study. Three adapted questionnaires, validated by experts and reliability tested were used to gather the needed data for this study. The statistical tools used were Mean, Standard Deviation, Pearson r, and Multiple Regression Analysis. Results showed that the level of reflective teaching was very high. The level of self-efficacy beliefs was high, while the individual work performance of public elementary school teachers was rated high. Also, there was a significant relationship between reflective teaching, self-efficacy beliefs, and the individual work performance. Moreover, reflective teaching had a significant influence and was the best predictor of individual work performance among public secondary school teachers.