Paper Key : IRJ************035
Author: Caryl F. Loguinsa
Date Published: 16 Oct 2023
Abstract
This research study explores the relationship between teaching experience and self-efficacy among beginner teachers inmainstream classrooms. The study employs a descriptive correlational design and focuses on 40 beginner teachers from theMunicipality of Caraga, Davao Oriental. The study's results reveal that most participants are novice teachers, with limitedrepresentation of mid-career and veteran teachers. Despite this, their self-efficacy indicates that, on average, teachers perceivethemselves as having a substantial influence on their classroom effectiveness. Teachers express high self-efficacy in fosteringstudentsappreciation for learning, aligning with Bandura's Social Cognitive Theory (1986). In terms of instructional practices,teachers maintain a moderate level of self-efficacy. While teachers express confidence in their ability to gauge studentcomprehension, they perceive limitations in providing alternative explanations during student confusion. Regarding classroommanagement, teachers possess moderate to high self-efficacy, indicating their belief in their capacity to manage studentbehavior effectively. However, they perceive some limitations in responding to defiant students. The study finds no statisticallysignificant correlations between years in service and self-efficacy in student engagement, classroom management, orinstructional strategies. This suggests that teaching experience alone does not strongly predict efficacy in these domains,highlighting the multifaceted nature of teacher effectiveness. In conclusion, this study underscores the importance of teacherself-efficacy in mainstream classrooms and its complex relationship with teaching experience. It emphasizes the need forongoing professional development and a commitment to pedagogical innovation to enhance teaching effectiveness.Keywords: Teaching experience, Self-efficacy, Beginner teachers, Mainstream classrooms, and Classroom management.
DOI LINK : 10.56726/IRJMETS45287 https://www.doi.org/10.56726/IRJMETS45287