Self-efficacy

Non-specialized general education instructors’ confidence and self-efficacy in teaching general education subjects

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Jherwin P. Hermosa, Richard C. Ampo
Laguna State Polytechnic University, Philippines
Corresponding Email: [email protected]

A B S T R A C T
The new General Education Curriculum offers a greater solution to the problems of higher education, particularly in the duplicity of subject areas that could be taken already at the senior high school level. Thus, this study was done to determine the level of confidence and self-efficacy of the non-specialists’ instructors in teaching General education subjects. The descriptive-correlational design with self-constructed questionnaires was employed using 60 respondents. Frequency count, percentage, and mean were used in the descriptive statistical test while Pearson correlation analysis was used to determine the relationship of the main variables. Results revealed that the level of confidence in terms of commitment and personal experience is very high. While the level of self-efficacy in terms of performance outcomes and verbal persuasion is very high. Moreover, it was found that there was a significant relationship between the respondents’ confidence and self-efficacy. It is recommended that instructors may look to incorporate biographical analysis in teaching GEC subjects. Administrators may pioneer a calibration program for non-GE instructors to increase opportunities to improve mastery of materials. Future researchers may use a different variable, larger respondents, and mixed methods to validate or contradict the result of this study.

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Support vector machine classification learning algorithm for diabetes prediction

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Renas Rajab Asaad
Department of Computer Science, College of Science, Nawroz University, Kurdistan-Region, Iraq
Corresponding Email: [email protected]

A B S T R A C T
The concept of instructional competence, which refers to the ability to show that one has the readiness and effectiveness of necessary skills within the teaching framework in public schools, has hardly ever been investigated. This qualitative descriptive phenomenological study aimed to discover the instructional competence of newly hired public school teachers. Through the lens of Albert Bandura’s (1997) Self-Efficacy Theory, it investigated what instructional competencies a newly hired teacher possessed that demonstrated readiness and efficacy of the required skills. The focus group discussions highlighted the crucial characteristics for improving the competencies. The results revealed six (6) emergent themes: the acquisition of baseline instructional standards, coping with the shift of instructional quality, planning for quality instruction, an initiative for instructional improvement, dealing with uncertainties, and health and well-being stability. The results highlighted that instructional competency might become self-efficient with increased experience and practice. Their prior teaching experience influenced the quality of a new teacher’s instruction.   In addition, teachers’ competencies are gradually enhanced and strengthened as they gain experience in the field. As students discover new concepts, teachers begin to hone the skills that will allow them to manage classroom instruction effectively. This study deepens the understanding of instructional competence and may enable teachers and policymakers to design and implement initiatives. Since there is strong evidence that newly hired teachers may be self-sufficient, instructional managers must assure support by creating policies and programs that bridge instructional competencies to practice. These professional development programs allow newly hired teachers eventually gain instructional competency and well-motivated public-school teaching.

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A closer look at neophyte teachers’ instructional competence: A phenomenological study

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Lynard Bobby L. Asirit, Jocelyn H. Hua, Lorenzo Mendoza
Davao del Norte State College/ Kolehiyo ng Pantukan, Philippines
Kolehiyo ng Pantukan, Philippines
Department of Education, Division of Davao Oriental, Philippines
Corresponding Email: [email protected]

A B S T R A C T
The concept of instructional competence, which refers to the ability to show that one has the readiness and effectiveness of necessary skills within the teaching framework in public schools, has hardly ever been investigated. This qualitative descriptive phenomenological study aimed to discover the instructional competence of newly hired public school teachers. Through the lens of Albert Bandura’s (1997) Self-Efficacy Theory, it investigated what instructional competencies a newly hired teacher possessed that demonstrated readiness and efficacy of the required skills. The focus group discussions highlighted the crucial characteristics for improving the competencies. The results revealed six (6) emergent themes: the acquisition of baseline instructional standards, coping with the shift of instructional quality, planning for quality instruction, an initiative for instructional improvement, dealing with uncertainties, and health and well-being stability. The results highlighted that instructional competency might become self-efficient with increased experience and practice. Their prior teaching experience influenced the quality of a new teacher’s instruction. In addition, teachers’ competencies are gradually enhanced and strengthened as they gain experience in the field. As students discover new concepts, teachers begin to hone the skills that will allow them to manage classroom instruction effectively. This study deepens the understanding of instructional competence and may enable teachers and policymakers to design and implement initiatives. Since there is strong evidence that newly hired teachers may be self-sufficient, instructional managers must assure support by creating policies and programs that bridge instructional competencies to practice. These professional development programs allow newly hired teachers eventually gain instructional competency and well-motivated public-school teaching.

Full Paper PDF