What’s Teacher Self-Efficacy Got to Do with It? A Regression Analysis of Distance Teaching Performance

Abstract

This study examined the predictive influence of teacher self-efficacy on college teaching performance within a hybrid distance education setting. Drawing on Social Cognitive Theory, the research explored how an educator's belief in their capabilities affects professional effectiveness in tech-driven environments. A quantitative, cross-sectional predictive design was employed, involving 47 college professors from a Catholic university in Manila. Data were collected using the Teacher Self-Efficacy Questionnaire and the Evaluation of College Teaching Performance scale. Both instruments demonstrated high reliability, with coefficients exceeding 0.89. Data analysis included descriptive statistics and simple linear regression conducted via JASP. The findings revealed high levels of both teacher self-efficacy (M = 7.47, SD = 0.95) and teaching performance (M = 5.49, SD = 0.44). Regression analysis confirmed that teacher self-efficacy is a significant positive predictor of teaching performance, F(1, 45) = 33.35, p < .001. The model explained 42.6% of the variance in performance (R² = .426), indicating that nearly half of the differences in instructional quality are linked to efficacy beliefs. In conclusion, psychological confidence is as vital as technical proficiency in hybrid education. Educators with high self-efficacy are better equipped to manage virtual classrooms and foster inclusive environments. It is recommended that academic institutions prioritize faculty development programs that foster psychological empowerment. Supporting educator self-belief is essential for enhancing instructional quality and student success in modern digital landscapes.