Self-efficacy and Work Commitment of the Private Senior High School Teachers in Time of Pandemic

Self–efficacy is known to be vitally essential in teachers' commitment to their work. With the paradigm shift of the teaching and learning process brought about by the transformation of the Philippine education system, teachers’ self-efficacy and commitment have been put to the test. Several challenges confronted the teachers, creating heightened stress and anxiety with the onset of the COVID-19 pandemic affecting the teaching and learning process. This has created a situation where usually efficacious teachers may not feel efficacious now (Haverback, 2020). This study aimed to determine teachers’ self-efficacy and commitment, their relationship, and challenges. Using the descriptive-correlational approaches, the study utilized 319 participants composed of principals and teachers and selected senior high school students utilizing stratified random sampling. Researcher-made questionnaires were utilized to collect the needed data for both the self-efficacy and commitment. In data analyses, mean, standard deviation, frequency count, rank, percentage distribution, and Pearson Product Moment correlation were employed. The findings revealed that the level of self-efficacy of the private senior high school teachers in a time of pandemic is very high, with student engagement area as the highest and classroom management as the lowest. On the one hand, teachers' overall degree of work commitment is exceptionally committed with the commitment to the profession and commitment to the school as the highest and commitment to the teaching and learning as the lowest. Meanwhile, the findings reveal a significant relationship between self-efficacy and work commitment. Relative to the challenges, teachers' top self-efficacy issue is the absence of direct teaching-learning interactions. In terms of commitment, the top identified challenge is teachers' challenges in balancing work with other responsibilities. The findings of the study provided baseline information in the formulation of the Human Resource Faculty Development Plan for the private senior high schools incorporating the different areas and domains of self-efficacy and work commitment