Self-Efficacy of Meranaw Teachers in Teaching Language, Reading, and Literacy Under the Matatag Curriculum: Relation to Student Learning Outcomes

Abstract

Language, Reading, and Literacy are foundational skills essential for learners to attain at an early age. Consequently, teachers play a significant role in developing these literacy skills. This study determines the level of Meranaw Grade 1 teachers’ self-efficacy, their perceived impact on pupils’ learning outcomes, and explores the factors influencing teachers’ self-efficacy in teaching Language, Reading, and Literacy. A convergent mixed method was used in this study, with forty-one (41) teachers participating in the survey, including the six (6) respondents selected for interview. Findings revealed that most respondents are aged 41 years and above (56.10%), predominantly female (95.12), have 10 years and above of teaching experience (70.73), hold a bachelor’s degree (51.22%), and are BEED graduates (34.15%). The study found that respondents generally possess a high level of self-efficacy, with Mastery Experiences as the most influential variable of self-efficacy, which is positively associated with pupils’ learning outcomes. Teachers with high self-efficacy attributed their perceived capability to Teaching Experiences, their Role in Supporting Learners’ Literacy Development, Use of Effective Instructional Strategies, and Continued Improvement of Self-Efficacy through professional development training. In contrast, teachers with low self-efficacy experienced challenges related to Managing and Supporting Learners’ Literacy Development, Limited Instructional Resources, Workload Demands, Lack of Parents’ Involvement, Difficulties in Educational Technology Use, and the Need for Training Opportunities. This study highlights the need to strengthen teachers’ self-efficacy through professional development programs, continuous stakeholder support, and provision of adequate teaching resources.