Self-efficacy in teaching and reading comprehension practices among public elementary  School teachers

Loida M Tabamo; Gina Floresca Labitad

doi:10.71097/IJSAT.v16.i3.7057

Self-efficacy in teaching and reading comprehension practices among public elementary School teachers

Author(s)	Ms. Loida M Tabamo, Dr. Gina Floresca Labitad
Country	Philippines
Abstract	This study was conducted to determine the significant relationship between self-efficacy in teaching and reading comprehension practices among public elementary school teachers, School Year 2024-2025. Specifically, it sought to: described the respondents profile, find the teachers level of self-efficacy, examine the teachers level of reading comprehension practices, determine the significant relationship between teachers self-efficacy in teaching reading and their reading comprehension practices, and test the significant difference in the teachers reading comprehension practices when grouped according to their profile. The researcher used a descriptive-correlational research design using universal sampling. The respondents were the one hundred sixty-two (162) public elementary school teachers where the study was conducted. The questionnaire was a researcher-made tool that underwent rigorous validation and reliability testing. The analysis and interpretation of the gathered data were carried out using descriptive statistical measures such as the mean, standard deviation and Pearson Correlation Coefficient. The findings revealed a statistically significant correlation between self-efficacy in teaching and reading comprehension practices in reading. Notably, classroom management achieved the highest mean score among the three dimensions of teachers’ self-efficacy in teaching reading, while fluency received the highest mean score in reading comprehension practices. The Theory on the Reading Instruction Self-Efficacy Cycle is applicable in the study because it helps teachers who believe in their ability to teach reading well are more likely to engage in effective comprehension instruction. The research concludes that classroom management is essential in order to foster an environment where student feel safe and inspired to learn. As regard to reading comprehension practices, enhancing fluency requires a multifaceted approach, including increased practice opportunities, supportive learning environment and strategies to reduce anxiety. Hence, the study recommends school administrators to enhance professional development with a focus on building self-efficacy and create a positive and supportive school environment.
Keywords	self-efficacy in teaching, reading comprehension practices
Published In	Volume 16, Issue 3, July-September 2025
Published On	2025-07-16
DOI	https://doi.org/10.71097/IJSAT.v16.i3.7057
Short DOI	https://doi.org/g9t2w6

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Self-efficacy in teaching and reading comprehension practices among public elementary School teachers

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