PROFESSIONAL IDENTITY AND ORGANIZATIONAL COMMITMENT AS PREDICTORS OF TEACHER SELF-EFFICACY IN PUBLIC SCHOOLS

Arvelyn B. Ignacio, Elizabeth M. Malonzo

Abstract


The primary aim of the study is to identify if professional identity and organizational commitment are predictors of teacher self-efficacy in public schools. Utilizing a non-experimental, quantitative-descriptive correlation technique, data were obtained from 300 public elementary school teachers in North and South districts, Baganga, Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there is a very high level of professional identity, organizational commitment, and teacher self-efficacy. Additionally, there is a significant relationship between professional identity and teacher self-efficacy. Further, there is also a significant relationship between organizational commitment and teacher self-efficacy. Finally, professional identity and organizational commitment can significantly predict teacher self-efficacy. The results imply that professional identity and organizational commitment are significant predictors of teacher self-efficacy.

 

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Keywords


education, professional identity, organizational commitment, teacher self-efficacy, correlation, teachers, educational management, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i5.5917

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