Instructional Practice and Self-Efficacy among Elementary School Teachers in Marilog District

Abstract

This study examined the relationship between instructional practices and self-efficacy among elementary school teachers in Marilog District. It aimed to determine how everyday classroom practices influence teachers’ professional confidence, particularly in remote and geographically challenged contexts, and to identify which instructional domains most strongly support teachers’ belief in their capability to plan lessons, engage learners, and manage inclusive classrooms. A quantitative descriptive-correlational design was employed, focusing on instructional practices in planning and preparation, instructional delivery and strategies, assessment for learning and feedback, and learning environment and classroom management. Self-efficacy was measured in instructional design and differentiation, delivery and learner engagement, and classroom management and inclusive climate. Data analysis revealed that both instructional practices and self-efficacy were generally manifested at moderate levels, indicating that teachers demonstrated essential classroom competencies but required sustained support in selected areas. A meaningful positive relationship between instructional practices and self-efficacy was identified, suggesting that stronger classroom practices were associated with higher teacher confidence. The findings highlight the importance of data-driven technical assistance, targeted coaching, and responsive Learning Action Cell sessions to enhance instructional quality and teacher efficacy in Marilog District, Davao City.