Home⇛LAMDAG⇛vol. 10 no. 1 (2019)

TEACHERS’ SELF-EFFICACY AND GRIT IN RELATION TO TEACHING EFFECTIVENESS

Roseve E Miras

 

Abstract:

One way to view teaching effectiveness is through the lens of non-cognitive constructs. Hence, this study sought to determine the relationship between self-efficacy and grit levels of senior high school teachers, and their teaching effectiveness during the school year 2018-2019. The methodology used was descriptive research design with in-depth interviews. The respondents of the study involved 34 teachers and 123 students of two private Senior High Schools. Data were gathered through three (3) adopted questionnaires, analyzed using descriptive and inferential statistics. The significant findings of the study revealed that teachers’ self-efficacy is ‘high’ in three domains: student engagement, instructional strategies, and classroom management. They have high levels of grit in both domains: consistency of interests and perseverance of effort. In terms of their teaching effectiveness in seven aspects: care, challenge, control, captivate, confer, and consolidate, teachers were rated as ‘effective’ by students. With regards to relationships, teachers’ self-efficacy and grit were found to be significant. However between teachers’ self-efficacy and teaching effectiveness it is not significant and also holds true between teachers’ grit and teaching effectiveness. In conclusion, teachers’ perception of their self-efficiency and grit may not be related to how students perceive their teaching effectiveness. Thus, a gap between teachers’ and students’ perception was found. Nonetheless, self-efficacy and grit were vital to ensure teachers’ longevity and commitment in the profession. Hence, they must be enhanced through personality development programs.



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