TEACHING PERFORMANCE, STUDENT SELF-EFFICACY AND CREATIVITY FOSTERING TEACHER: A STRUCTURAL MODEL ON ACADEMIC SUCCESS OF STUDENTS

Sheryl L. Aguilon, Eugenio S. Guhao Jr.

Abstract


The best-fit model of student academic success as determined by teacher effectiveness, student self-efficacy, and creativity-fostering teacher was the focus of this study. Using correlational and structural equation modeling, 400 senior high school students in the Davao Region, the Philippines, were the study's responders. The findings demonstrated that instructional effectiveness, student self-efficacy, and creativity supporting both teacher and student academic achievement were at high levels. Additionally, there were strong relationships found between all exogenous variables and pupils' academic progress. The results finally indicated that Model 3 was the best-matched model. Model 3 showed that the two indicators that remained, planning and development, stated teaching performance. The two indicators that remained, self-regulated learning and competence, measured the self-efficacy of students. The two remaining domains, integration and flexibility, stated the exogenous variable that fosters teacher creativity. In contrast, the two maintained markers of students' endogenous variable-attentiveness and extrinsic motivation/current time characterized their academic accomplishment. This suggests that public schools can track the success of their staff growth program and keep upping the quality of their instruction to increase student efficacy and academic achievement.

 

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educational management, teaching performance, student self-efficacy, creativity fostering teacher, academic success, structural equation model, students, Philippines

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DOI: http://dx.doi.org/10.46827/ejes.v11i7.5420

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