Effective Teaching Observation And School Leadership Practices As Predictors Of Teacher Self-Efficacy
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Abstract
This study examined the relationship of effective teaching observation and school leadership practices to teacher self-efficacy among 300 public secondary school teachers in Davao City. Anchored in Bandura’s Social Cognitive Theory, the research utilized a quantitative non-experimental design employing correlational techniques to determine the levels, relationships, and predictive power of the variables under study. Data were gathered using validated survey instruments measuring teaching observation, school leadership practices, and teacher self-efficacy. Descriptive statistics, Pearson product-moment correlation, and multiple regression were applied in the analysis. Findings revealed that teachers rated their levels of effective teaching observation, school leadership practices, and self-efficacy as very high. Correlation analysis showed that effective teaching observation had a very strong positive relationship with teacher self-efficacy, while school leadership practices demonstrated a moderate but significant relationship. Regression analysis further indicated that effective teaching observation emerged as the strongest predictor of teacher self-efficacy, while school leadership practices also contributed significantly but with a smaller effect. Collectively, the two independent variables explained 73.4% of the variance in teacher self-efficacy, underscoring their combined importance in strengthening teachers’ professional confidence and competence. The study concludes that structured, constructive teaching observations and supportive leadership practices are vital in enhancing teachers’ belief in their capabilities. It commends institutionalizing systematic feedback mechanisms, strengthening distributed leadership, and expanding professional development opportunities to further foster teacher growth and efficacy.
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