Interrelationship of Self-Efficacy, Reflective Practice, and Supervision Quality on the Pre-Service Teachers’ Teaching Performance

Abstract

Self-efficacy in teaching, reflective practice, and quality of supervision are generally considered to play significant roles in teacher preparation, yet limited research has been conducted to explore how these three variables interact with one another to determine their impacts on the teaching performance of pre-service teachers during internship. This study examined the relationships among these variables and determined their direct and indirect effects on the teaching performance of pre-service elementary teachers in selected cooperating schools in the Department of Education of Misamis Oriental. Structural Equation Modeling (SEM) descriptive-correlational research design was used to establish the relationships and the best-fit model of the variables. Data were collected from 126 pre-service teachers, with teaching performance evaluated by 96 cooperating teachers and further supported by 5 internship supervisors, using validated survey instruments measuring self-efficacy, reflective practice (reflection-for-action, reflection-in-action, and reflection-on-action), supervision quality, and teaching performance across six domains: lesson planning and preparation, content knowledge and pedagogy, classroom management and learning environment, instructional delivery, assessment, and professionalism. The levels of the variables were determined using descriptive statistics, and correlation analysis and SEM were employed to identify the relationships and predictive impacts of the variables. Results indicated a high level of teaching performance among the pre-service teachers. Structural equation modeling identified the best-fit model, revealing that supervision quality significantly influences self-efficacy, which in turn affects reflection-for-action and ultimately enhances teaching performance. Teaching performance also significantly predicted key areas such as lesson planning, content knowledge, and professionalism, with varying degrees. Overall, the findings indicate that these variables show indirect effects on teaching performance through interrelated pathways. The study highlights the importance of strengthening supervision and fostering reflective practice to improve teaching competence. Future research may utilize longitudinal or experimental designs, expand samples, and include additional variables to further explain teaching performance.