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Teacher’s Burnout and Perceived Self-Efficacy as Predictors to Classroom Management: A Quantitative Inquiry

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Listed:
  • Quibrar, RD

    (Department of Education, Senior High School Students, Philippines)

  • Abbas, Angelou

    (Department of Education, Senior High School Students, Philippines)

  • Pilos, Irish kaye H.

    (Department of Education, Senior High School Students, Philippines)

  • Cañete, Juralyn Jean A.

    (Department of Education, Senior High School Students, Philippines)

  • Calugas, Yahweh F.

    (Department of Education, Senior High School Students, Philippines)

  • Ecbat, Joven V.

    (Department of Education, Senior High School Students, Philippines)

  • Gozon, Nathaniel R.

    (Department of Education, Senior High School Students, Philippines)

  • Jamito, AJ N.

    (Department of Education, Senior High School Students, Philippines)

  • Nobleza, Gian Carlo E.

    (Department of Education, Senior High School Students, Philippines)

  • Ocay, Kurt O.

    (Department of Education, Senior High School Students, Philippines)

  • Pelandas, Jesraem A.

    (Department of Education, Senior High School Students, Philippines)

  • Retolla, Sheenah F.

    (Department of Education, Senior High School Students, Philippines)

  • Tandoc, Matthew L.

    (Department of Education, Senior High School Students, Philippines)

  • Versano, Naro Jr. S.

    (Department of Education, Senior High School Students, Philippines)

  • Krystal Joy M. Clamares

    (Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines)

  • Anna Marie O. Pelandas

    (Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines)

Abstract

This study dealt with the influence of Teacher’s Burnout and Perceived Self-Efficacy to Classroom Management among High School Teachers in Mawab, Davao de Oro. The primary goal of this study was to determine the level of teacher’s burnout and perceived self-efficacy to classroom management in terms of their respected indicators, the significant difference between burnout and perceived self-efficacy to classroom management, and what domains of burnout and perceived self-efficacy substantially influence classroom management. Also this study utilized a quantitative-correlational design with 113 respondents among teachers in three chosen High Schools’ in Mawab, Davao de Oro. The average weighted mean, Pearson-R, and Multiple Regression analysis were the statistical tools used in this study. Along with this, result showed a low level of burnout among teachers in terms of coping with job-related stress, attitude towards students, and perceived administrative support, and very low level in terms of career satisfaction. In another independent variable which was perceived self-efficacy, it showed a very high level in terms of instructional self-efficacy, efficacy to create positive school climate, and efficacy to enlist parental involvement, while efficacy to influence decision making, and disciplinary self-efficacy got a high level. Likewise, the result showed a very high levels in every indicator of classroom management. Additionally, only perceived self-efficacy had moderate correlation towards classroom management, while teacher’s burnout got a negligible correlation. Hence, this led to the rejection of null hypothesis in terms of perceived self-efficacy and not rejecting the null hypothesis in terms of teacher’s burnout. Also all domains of teacher’s burnout had low ratings and perceived self-efficacy as most perceived by teachers. This meant that teachers were showing lower levels of burnout and higher levels of perceived self-efficacy which led them to have an effective classroom management. This result led the teachers to be aware that having a self-efficacy is very important to lessen their burnout in managing their classrooms.

Suggested Citation

  • Quibrar, RD & Abbas, Angelou & Pilos, Irish kaye H. & Cañete, Juralyn Jean A. & Calugas, Yahweh F. & Ecbat, Joven V. & Gozon, Nathaniel R. & Jamito, AJ N. & Nobleza, Gian Carlo E. & Ocay, Kurt O. & P, 2024. "Teacher’s Burnout and Perceived Self-Efficacy as Predictors to Classroom Management: A Quantitative Inquiry," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 2757-2771, April.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:4:p:2757-2771
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    References listed on IDEAS

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    1. Abhijit Banerjee & Rukmini Banerji & James Berry & Esther Duflo & Harini Kannan & Shobhini Mukerji & Marc Shotland & Michael Walton, 2017. "From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application," Journal of Economic Perspectives, American Economic Association, vol. 31(4), pages 73-102, Fall.
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