International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 1
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Educators' Self-Efficacy, Psychological Well-Being, and Instructional Practices

Author(s) Elaine Mae G. Tipono
Country Philippines
Abstract This study examined the relationships among educators’ self-efficacy, psychological well-being, and instructional practices among teachers in the Province of Antique for the year 2025. Specifically, it sought to determine the extent of teachers’ self-efficacy in classroom management, lesson planning, and student engagement; assess their psychological well-being in emotional, social, and professional domains; evaluate the effectiveness of instructional practices; identify differences based on teacher profile variables; and examine the relationships among the key variables of the study. A descriptive-correlational research design was employed, involving 290 randomly selected teachers from public secondary schools as respondents. Data were gathered through a researcher-developed questionnaire that was expert-validated and pilot-tested for reliability. Statistical analyses included frequency, percentage, mean, t-test, ANOVA, and Pearson r correlation, all tested at a 0.05 level of significance. The findings revealed that teachers demonstrated a high level of self-efficacy, with a mean of 4.32, particularly in classroom management, lesson planning, and student engagement. Psychological well-being was likewise rated high, with an overall mean of 4.28, indicating positive emotional, social, and professional functioning among teachers. Instructional practices were also found to be highly evident, with a mean of 4.30, reflecting the frequent use of student-centered approaches, differentiated instruction, and effective assessment strategies. Significant differences in self-efficacy and instructional practices were observed when teachers were grouped according to educational attainment and teaching experience, while no significant differences were noted based on sex or school level. Correlation analysis revealed positive and significant relationships among self-efficacy, psychological well-being, and instructional practices, suggesting that teachers who are confident and psychologically healthy are more likely to implement effective instructional strategies. The study highlights the vital role of teacher confidence and well-being in strengthening instructional effectiveness and recommends the implementation of professional development initiatives, well-being support programs, mentoring systems, and continuous monitoring to enhance teaching quality and improve student outcomes.
Keywords Educators’ Self-Efficacy; Psychological Well-Being; Instructional Practices; Teacher Effectiveness; Classroom Management; Student-Centered Teaching; Public Secondary Schools
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-28
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.67478
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