Levels of Self-Efficacy in Teaching and Work-Life Balance as Correlates of Individual Performance Commitment Review Form in Tiaong 1, Division of Quezon

Myran  V. Linatoc,; Jhan Mark  P. Catalla,

Levels of Self-Efficacy in Teaching and Work-Life Balance as Correlates of Individual Performance Commitment Review Form in Tiaong 1, Division of Quezon

Abstract:

This paper investigated the levels of self-efficacy in teaching and work-life balance as correlates of teaching performance among elementary school teachers in Tiaong 1, Division of Quezon. Results revealed that most of the respondents are female in the age bracket of 30-34 years old, married, and have master’s units with a teaching position of Teachers I and II. Their self-efficacy is somewhat true, while their work-life balance is neutral. The findings also indicate that age and gender have some influence on teachers' self-efficacy levels, while gender and years of teaching experience may affect work-life balance. However, these demographic factors are not the sole determinants of teachers' self-efficacy and work-life balance. Furthermore, the study reveals that self-efficacy and work-life balance do not directly impact IPCRF ratings. Recommendations for stakeholders include conducting needs assessments, implementing professional development programs, promoting flexible work arrangements, and fostering a supportive work environment. The study suggests further research on self-efficacy, work-life balance, and teaching performance in the entire division of Quezon to contribute to the existing literature on this topic.

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