Teacher Support and Self-Efficacy Mediated by Learning Behavior of Key Stage 2 Learners in Calape District: Bases for Action Plan

Abstract

Students' academic success is significantly influenced by teacher support, learning behavior, and self-efficacy, which enhances overall performance, encourages active engagement, and fosters confidence. This investigation investigated the predictive correlation between self-efficacy, learning behavior, and teacher support among Key Stage 2 students in the Calape District. In particular, it examined the impact of the four dimensions of teacher support (instrumental, affective, informational, and appraisal) on students' self-efficacy, with learning behavior serving as a mediating variable. A quantitative, non-experimental mediation research design was implemented. Randomly selected from a population of 1,842 Key Stage 2 learners in 19 public elementary schools in the Calape District during the School Year 2025–2026, the respondents were 319 Grade 5 learners. Data were collected using modified standardized instruments, including the Perceived Teacher Support Scale (PTSS), Learning Behavior Questionnaire (LBQ), and Self-Efficacy Questionnaire for Children (SEQ-C). The instruments exhibited satisfactory reliability, with Cronbach's alpha values ranging from 0.65 to 0.973. Variable levels were determined using the weighted mean and standard deviation, and relationships were investigated using regression and mediation analyses. The results of the study indicated that teacher support was perceived as extremely high (M = 3.79, SD = 0.41), learning behavior was highly positive (M = 3.42, SD = 0.72), and self-efficacy was high (M = 3.28, SD = 0.74). Teacher support did not have a statistically significant direct effect on self-efficacy, as indicated by the regression results (B = 0.080, p =.252). Nevertheless, teacher support substantially predicted learning behavior (B = 0.379, p <.001), which in turn had a strong and significant effect on self-efficacy (B = 0.803, p <.001). The mediation analysis confirmed a substantial indirect effect (B = 0.305, p <.001), suggesting that learning behavior completely mediates the relationship between teacher support and self-efficacy. These results indicate that teacher support indirectly improves students' self-efficacy by encouraging positive learning behaviors, including persistence, engagement, and active participation. Consequently, a structured and process-oriented approach that commences with the reinforcement of classroom learning behaviors through effective teacher support is necessary to enhance students' confidence. A proposed action plan is based on the findings and will concentrate on the following: (1) enhancing the capacity of teachers to provide multidimensional support, (2) implementing classroom strategies that encourage active learning behaviors, (3) conducting learner engagement programs to foster confidence, and (4) establishing continuous monitoring and evaluation mechanisms. The ultimate objective of these initiatives is to improve academic achievement by increasing student engagement and self-efficacy. It is advised that future research include a variety of districts to ensure a broader generalizability and to incorporate qualitative methods to obtain a more profound understanding of the experiences and perceptions of learners.