Teacher’s Self - Efficacy and Empowerment in a Secondary Public High School: Towards Strategies for Building Leadership Role

Abstract

This study, titled \"Teacher’s Self-Efficacy and Empowerment in a Secondary Public High School: Towards Strategies for Building Leadership Roles,\" investigates the self-efficacy and empowerment of teachers in a Secondary Public High School, with a focus on developing effective strategies for enhancing leadership capabilities. The research involved 225 teachers, selected through purposive sampling from a total population of approximately 307. Employing a descriptive-comparative-correlational research design, the study utilized an adapted version of the Teachers Sense of Efficacy Scale (TSES) to assess self-efficacy in three key areas: student engagement, instructional practices, and classroom management. In addition, the study modified the School Participation Empowerment Scale (SPES) to reflect culturally relevant aspects of teacher empowerment, concentrating on decision making, professional growth, and autonomy. The reliability of the questionnaires was confirmed through Cronbach’s Alpha, ensuring the validity of the data collected. The findings revealed a strong positive relationship between teachers\' self-efficacy across various domains and their perceived empowerment in decision making, professional growth, and autonomy. These emphasize the critical role of teacher self-efficacy in fostering empowerment and leadership within the educational context. The study suggests that enhancing teacher efficacy is essential for developing effective leadership strategies, ultimately contributing to improved educational outcomes and a more supportive school environment.

Introduction

The study explores the critical roles of teacher self-efficacy and teacher empowerment in enhancing educational outcomes, particularly in the context of Filipino public secondary education.

Teacher Self-Efficacy:

Self-efficacy refers to a teacher's belief in their ability to perform teaching tasks effectively, including engaging students, implementing instructional strategies, and managing classrooms. High self-efficacy is associated with improved student performance, increased teacher motivation, openness to innovation, job satisfaction, and reduced burnout. Albert Bandura's theory underpins the concept, emphasizing that belief in one's capability drives performance and resilience.

Teacher Empowerment:

Teacher empowerment involves giving educators a voice in decision-making, opportunities for professional growth, and autonomy over their work. Empowered teachers are more engaged, competent, and committed to student success. Empowerment is both structural (participation in school governance) and psychological (internal motivation and autonomy). However, cultural factors, especially in the Philippines, such as hierarchical structures, may limit genuine teacher empowerment.

Dimensions of Efficacy (Based on TSES):

1. Student Engagement: Teachers’ belief in their ability to motivate and involve students in learning. Strong engagement is linked to better academic performance and reduced dropout rates.

2. Instructional Strategies: Effective teachers select and implement diverse, evidence-based methods tailored to student needs.

3. Classroom Management: Teachers with high self-efficacy manage classrooms better, handle misbehavior effectively, and devote more time to instruction.

Dimensions of Empowerment:

1. Decision-Making: Teachers' involvement in decisions related to curriculum, budgeting, and policies leads to increased job satisfaction and organizational commitment.

2. Professional Growth: Opportunities for ongoing learning and development enhance teacher effectiveness and satisfaction.

3. Autonomy: The freedom to make professional decisions fosters a sense of control and professionalism, leading to better instructional outcomes.

Theoretical Frameworks:

• Self-Efficacy Theory (Bandura, 1977): Emphasizes the importance of belief in one's capabilities to perform tasks.

• Teachers’ Sense of Efficacy Scale (TSES): Measures efficacy in student engagement, instructional strategies, and classroom management.

• Empowerment Theory (Zimmerman, 2000): Describes empowerment as a process and an outcome, focusing on enabling individuals and communities to gain control over their lives.

Filipino Context:

In the Philippine education system, empowerment is challenged by hierarchical school structures. The study highlights the need to foster a culture where all teachers are equally empowered to exercise professional judgment and innovate in their classrooms.

Purpose of the Study:

The research aims to examine the relationship between teacher self-efficacy and empowerment in Francisco P. Felix Memorial National High School in Cainta, Rizal, and contribute to the limited literature on this topic in the Philippines. The study seeks to determine how these constructs influence student outcomes and teacher performance.

Conclusion

A teacher’s sense of efficacy is highly essential because teachers need to feel competent and confident in their ability to teach and reach out all students. According to Frank Pajares (2022), “Teachers with high sense of efficacy create mastery experiences for their students whereas teachers with low instructional self-efficacy undermine students’ cognitive development as well as students’ judgements of their own capabilities.”

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