Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 2 no. 2 (2024)

Social-Emotional Competencies, Teaching Efficacy, and Self-Perceived Teaching Effectiveness of Elementary Science Teachers

Danica Ann Ordoña

Discipline: Education

 

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 descriptivecorrelational 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.



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