Self-efficacy Belief and Burnout of Teachers Among Junior High School in the

New Normal Education

A Research Proposal Presented to

PATRICK G. GALLETO, EdD
Research Professor of the Graduate School
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Main Campus, Dapitan City

In Partial Fulfillment
of the Requirements for the Course
AEF 303 - Advanced Research Methods & Techniques

WILLIAM VINCENT N. SORIA

August 2021

i
 TABLE OF CONTENTS

Page

TITLE PAGE i

LIST OF TABLES ii

LIST OF FIGURES iv

Chapter

1 THE PROBLEM AND ITS SCOPE

Introduction 1

Theoretical Framework of the Study 2

Conceptual Framework of the Study 4

Statement of the Problem 5

Hypotheses 6

Significance of the Study 6

Scope and Delimitation of the Study 6

Definition of Terms 7

2 REVIEW OF RELATED LITERATURE

New Normal Education 8

Self-efficacy Theory 9

Multidimensional Theory of Burnout 12

Self-efficacy on Teaching Performance 14

The Effect of Teacher Burnout on Learners’ Academic

Achievements 15

Synthesis and Gap 16

3 METHODOLOGY

ii
 Research Design 18

Research Environment 18

Respondents of the Study 19

Research Instrument 19

Validation of the Instrument 19

Scoring Procedure 20

Data-Gathering Procedure 20

Statistical Treatment of the Data 20

Ethical Consideration of the Study 21

REFERENCES 22

RESEARCH INSTRUMENT 28

LIST OF FIGURES

Figure

Page

iii
 1 The Conceptual Framework of the Study
5

iv
 Chapter I

THE PROBLEM AND ITS SCOPE

Introduction

The COVID-19 pandemic has impacted negatively on education systems across the
country and around the world, transforming how students learn daily and educators must navigate
a continuously changing world, with the health of students, instructors, and the community on the
line (Holdheide, 2021). Teachers and students were required to swiftly adapt to a whole new
manner in order to continue their studies, relying on whatever resources they had at the time
(Cowden et al., 2020; Daniel, 2020; Telli, 2020). All of these scenarios resulted in stress, which
varied depending on the instructors' perceptions and their level of transversal/soft skills
(Montgomery and Rupp, 2005; Betoret, 2006). These abilities, such as self-regulation and self-
efficacy, are known for assisting in "understanding and managing emotions, as well as setting
objectives" (Elias et al., 1997).

According to Henson (2001), teacher efficacy has been identified to be one of the main
variables consistently associated to positive teaching behavior and student results and efficacy
beliefs have also been linked to several key features of the teaching profession. Teachers who
have a strong sense of efficacy are more enthusiastic and satisfied with their jobs (Allinder, 1994;
Caprara, Barbaranelli, Borgogni, &Steca, 2003; Caprara, Barbaranelli, Steca& Malone, 2006),
and have lower levels of burnout (Brouwers & Tomic, 2000; Friedman,2003; Schwarzer &
Hallum, 2008). Burnout is most prevalent among human service professionals whose major
function is to aid and interact with others in emotionally taxing situations on a regular basis
(Maslach, 1982). Teachers have long been a favorite subject pool in the burnout literature, given
that they are the primary providers of emotionally taxing and extensively involved human service
work in schools (Schaufeli & Enzmann, 1998).

Common research that had been conducted in terms of self-efficacy and burnout are
within the normal situation that professionals experienced. At this point, almost all the workers
have been affected with pandemic especially the teachers. Apparently, research on the self-
efficacy and burnout have focus on the online learning modality while teachers in Department of
Education used modular and distance learning. Clearly, there are differences of self-efficacy
beliefs and burnout experience in modular and distance learning.

1
 In this study, a quantitative experiment was the option to identify the level of
self-efficacy beliefs and burnout of teachers in Junior High School in DepEd-Tangub City,
Tangub City, Misamis Occidental, Philippines. But this can only be achieved by conducting a
survey on the level of self-efficacy beliefs and burnout during pandemic. The study investigated
the results of the level of self-efficacy beliefs and burnout of teachers and identify if teachers’
burnout translates their self-efficacy beliefs of teaching during the new normal. Upon analyzation
of result, the study significantly expected to conduct mental health awareness program and
professional development that would enhance the self-efficacy of teachers in teaching in times of
pandemic and lessen the level of burnout of teachers.

Theoretical Framework

The study was anchored on Multidimensional Theory of Burnout of Maslach, Jackson, &
Leiter(1996) which they agreed that burnout has three main dimensions specifically the
exhaustion, depersonalization and lack of personal accomplishment. Exhaustion is defined by
mental, emotional, and physical fatigue and relates to energy depletion or the emptying of
emotional resources (Maslach et al., 1996). Depersonalization is a problematic type of detached
concern that refers to negative, cynical attitudes about the consumers of one's services (Maslach
et al., 1996). Finally, a lack of personal accomplishment is characterized by a negative evaluation
of one's own work by recipients, as well as feelings of inefficacy and low self-esteem (Maslach,
1993). There are various interpretations of what the burnout dimensions are, how they appear,
and how they connect to one another. That is, the construct's nomological network is weakly
defined.

The theory mentioned above is a key player in affecting the self-efficacy of teachers. It
reflects the ability of the teacher to contribute in different ways in the institution depending on the
level of burnout and self-efficacy of the teachers.

This study had established connections with the Self-efficacy theory of Bandura(1977)
which is called Social Cognitive Theory. The two primary determinants of behavior, according to
this theory, are perceived self-efficacy and result expectations. The latter concept refers to the
behavior's perceived good and negative outcomes. Bandura(1986) states that individuals construct
self-efficacy beliefs by interpreting information from four major sources of impact. First aspect is
the a) mastery experiences (performance outcomes). This refers to the experiences gained from
attempting and succeeding at a new endeavor. Mastery experiences are the most important
component of efficacy knowledge because they provide the most evidence of whether one can

2
muster whatever it takes to achieve" (Bandura, 1997). Second factors is the b) vicarious
experiences (Social Role Models). Observing other individuals successfully complete a task is an
example of vicarious experience. It was defined by Bandura(1997) as when one has positive role
models in their life (especially those who demonstrate a healthy level of self-efficacy), they are
more likely to internalize at least some of those positive attitudes about themselves. Third aspect
of self-efficacy is c) social persuasion. Receiving positive verbal feedback while performing a
complicated task convinces a person that they have the skills and ability to succeed (Bandura,
1997). And finally, the last factor that would make difference in self-efficacy is d) emotional and
physiological states. It is not the sheer intensity of emotional and physical reactions that is
important, but how they are perceived and interpreted, says Bandura (1977). Bandura(1997)
added that people with a high sense of efficacy are likely to view their state of affective arousal as
an energizing facilitator of performance, whereas those who are plagued by self-doubt regard
their arousal as a debilitator.

3
Conceptual Framework of the Study

Teachers’ Profile
 Sex
 Marital Status
 Length of Service
 Position
 Designation

Teachers’ Self-efficacy Belief Dimensions of Burnout

 Mastery Experiences  Exhaustion

(Performance Outcomes)  Depersonalization
 Vicarious Experiences (Social  Lack of personal
Role Models) accomplishment
 Social Persuasion
 Emotional and Physiological
States

Figure 1. The Conceptual Framework of the Study

In this study, teachers’ self-efficacy belief is identified as the independent variable which
is measured through four(4) major aspect which are mastery experiences (performance
outcomes), vicarious experiences (social role models), social persuasion ,and emotional and
physiological states (Bandura, 1977). While data on teachers’ level of burnout are gained through
the three(3) dimensions of burnout stated by Maslach, Jackson, & Leiter(1996).

The three(3) dimensions of the multidimensional theory and four(4) major aspects of
burnout from Social Cognitive Theory are the basis of measuring the interconnection between the
4
two variables. To attain this data, the researcher has chosen Junior High School teachers of
Tangub City Division, Tangub City, Misamis Occidental as respondents.

In the figure, the independent variable Teachers’ Self-efficacy Belief and dependent
variable which is Dimensions of Burnout are pointing to each other because the two variables
have influence on each other. And the two variables have point to the box contains the teachers’
profile such as sex, marital status, length of service, position and designation. The teachers’
profile might have affected the two variables in a certain phenomenon.

Statement of the Problem

During the pandemic, a lot of aspect of life has been affected. Education institutions have
suffered from drastic changes just to solve or aid the current situation. Teachers have been so
flexible throughout the pandemic. With just a short amount of time in adaptation to the new
systems, educators have succeeded on using the new way of life in school. Level of self-efficacy
beliefs and burnout have played major roles on the effectivity and achievements of the teachers.
Hence, the purpose of the study is to determine the level and interrelation of self-efficacy belief
and burnout of teachers in Junior High School of Division of Tangub City, Tangub City during
the School Year 2021-2022.

Specifically, this study seeks answers to the following questions:

1. 1. What is the profile of the teachers in terms of:

1.1 sex;
1.2 marital status;
1.3 length of service;
1.4 position
1.5 designation
2. What is the level of self-efficacy belief of teachers during the new normal:
2.1 Mastery Experiences (Performance Outcomes)
2.2 Vicarious Experiences (Social Role Models)
2.3 Social Persuasion
2.4 Emotional and Physiological States
3. What is the level of burnout of teachers during the new normal:
3.1 Exhaustion
3.2 Depersonalization
3.3 Lack of personal accomplishment
5
 4. Is there a significant relationship between the teachers self-efficacy belief and the
burnout experienced by the Junior High Teachers?

Hypotheses
This study was premised on these hypotheses:

HO1: There is no significant interplay between the teachers’ self-efficacy beliefs

and the level of burnout of teachers.
The Significance of the Study
This study brings benefits to the following:
Teachers. The findings will provide teachers new directions towards improving
their self-efficacy beliefs and their mental health.
School Heads. This undertaking will help and assist in improving their teachers,
classroom supervision, and managerial duties and functions that would help boost the
self-efficacy belief and reduce the burnout experience to ascertain a higher level of
performance.
Superintendents, Supervisors, and Other Division Officials. This study’s
results are significant to them because these will provide a strong basis in making
programs in enhancing the self-efficacy beliefs of the teachers as well as help them to
maintain their mental health and avoid possible burnout.
Parents and other Stakeholders in the Community. Findings will boost the
trust and confidence among parents and other stakeholders in the community to continue
their commitments and offer more services and supports to the school as partners in
school improvement.
Pupils. The outcome of this research will guide the pupils in promoting,
enhancing, and developing their performance.
Schools of Other Divisions. This study will encourage schools of other divisions
to define the self-efficacy and burnout among the teachers to ensure a higher performance
level.

Scope and Delimitation of the Study

6
 This study was limited its focus to measuring the level of burnout and self-

efficacy of Junior High School Teacher and the correlation of the two variables. It also

limited its scope to three multidimensions of burnout namely: exhaustion,

depersonalization and personal accomplishment. On the other hand, self-efficacy belief

was restricted to 4 indicators: mastery experience, social persuasion, vicarious

experience, emotional/physiological states.

Definition of Terms Used

Social Cognitive Theory of Self-efficacy. A theory introduced by Albert Bandura that
points out the 4 major aspect of self-efficacy.

Multidimension Theory. A theory introduced by Maslach, Jackson, & Leiter that talks
about the three dimensions of burnout the people usually experience in the workplace.

Self-efficacy. It refers to an individual's belief in their capacity to execute behaviors

necessary to produce specific performance attainments.

Burnout. It is a syndrome conceptualized as resulting from chronic workplace stress that

has not been successfully managed.

Mastery Experience. pertains to the ability and confidence in solving problems during
game-based creativity learning.

Vicarious Experience. It is the phenomenon of observing another and feeling what they
feel.

Social Persuasion. The process by which a person's attitudes or behaviour are, without
duress, influenced by communications from other people.

Exhaustion. It is a chronic state of physical and emotional depletion that results from
excessive job, personal demands, and/or continuous stress.

Depersonalization. It is a disorder involves a persistent or recurring feeling of being

detached from one's body or mental processes, like an outside observer of one's life
(depersonalization), and/or a feeling of being detached from one's surroundings (derealization).

7
 Chapter 2

Review on Related Literature

New Normal Education

The COVID-19 epidemic is currently affecting people all over the world. Various
societal issues have been addressed in several countries (Burgess & Sievertsen, 2020).
The problem encapsulates the challenge policymakers have in deciding whether to
prolong the school year or impose an academic freeze. Homeschooling throws parents'
productivity, children's social well-being, and learning into disarray (Zhao et al., 2020).
In terms of how knowledge is delivered to students, teaching has evolved significantly.
Students are also graded on their ability to change. A large number of assessments have
been canceled. Importantly, these roadblocks may be temporary, but they might have
long-term consequences for the impacted group, resulting in increased inequality.

As of October 5, 2020, 324,762 Filipinos were infected with COVID-19 (DOH,

2020; Worldometer, 2020). The Department of Education (DepEd) has responded by
establishing the Learning Continuity Plan (LCP), which will begin on October 5, 2020.
(DepEd, 2020). In the new normal, the situation puts every educational leader's decision-
making process to the test. In all schools, the institution can provide high-quality
instruction. The Department is now delivering lessons in a different way.

The DepEd's self-learning modules are available to all Filipino students (SLMs).
Integrating various delivery modalities, such as modular, television-based, radio-based
teaching, blended learning, and online learning, can also help raise or improve learning
quality and eventually aid in the Department's Learning Continuity Plan (DepEd, 2020).

Transitioning to new positions necessitates the management of workplace stress

(Schaufeli, 2015). When a person can't handle the stress, many employment concerns or

8
requests become stressors. Due to the obligations of encouraging education throughout
the pandemic, teachers have faced challenging challenges (Bozkurt & Sharma, 2020;
Chitra, 2020; Li et al., 2022; Mari et al., 2021; Ozamiz-Etxebarria et al., 2021; Pressley et
al., 2021; Santamara et al., 2021; Sokal et al., 2020). They must prepare for a variety of
learning modalities, including online, modular, and blended learning. Despite the fear of
contracting the COVID 19 virus, teachers must undertake educational activities, assist
pupils, and motivate them (Petrakova et al., 2021). They must create self-learning
modules and learn various computer applications to augment their teaching (Bravo et al.,
2021).

Self-efficacy Theory

With the release of the essay Self-efficacy: Toward a Unifying Theory of

Behavioral Change and the book Social Learning Theory, Bandura (1977) established the
idea of self-efficacy. Human action or conduct, according to social learning theory, is
determined by the interaction of the situation, the person's behavior, cognitions, and
emotions. One of Bandura's research concerns is how people use beliefs in personal and
collective efficacy to control their own motivation, cognitive patterns, affective states,
and action. He emphasizes how one's perceived abilities influence one's conduct.

Self-efficacy is defined by Bandura (1997) as self-perceptions or beliefs about

one's ability to learn or do tasks at a certain level. The other authors have attempted to
define self-efficacy, but they all use Bandura's notion as a starting point. McCombs
(2001) references Bandura (1991) in explaining self-efficacy judgments as the learner's
assessment of his or her ability to complete a task successfully. Self-efficacy is a concept
in Bandura's theory of human functioning, according to Schunk (2001), and it is defined
as "beliefs about one's capacities to learn or perform actions at designated levels."
Pintrich and Schunk (1996) use another of Bandura's (1986) definitions, stating that self-
efficacy refers to people's assessments of their skills to plan and carry out the actions
necessary to achieve specific sorts of results. Self-efficacy expectations are defined by
Huang and Shanmao (1996) as views about one's ability to complete a task or behavior
successfully.

9
 Bandura developed his Social leaning theory by adding elements such as
motivation and self-regulation and in the bottom line changing its name to Social
Cognitive Theory. For Bandura, Barbaranelli, Caprara and Pastorelli (1996), self-efficacy
theory is one aspect of social cognitive theory. The latter is an approach to understanding
human cognition, action, motivation, and emotion.

Bandura introduced the self-efficacy component to his theory in 1986, claiming

that people have a self system that allows them to manage their ideas, feelings, and
behaviors. The ability to represent, learn from others, develop options, adjust one's own
conduct, and engage in self-reflection were all part of this self system.

"Efficacy is a generative talent in which cognitive, social, emotional, and

behavioral sub skills must be arranged and efficiently orientated to serve infinite
objectives; rather, it is a steady standard ability that individuals have or do not have in
their lists of behaviors" (Bandura, 1997: 36-37).

"People differ in the areas of life in which they nurture their sense of
effectiveness," writes Bandura (1995).

Not only in general learning, but also in highly particular learning tasks, teachers
must have some understanding of students' perceived strengths and shortcomings. "The
efficacy-belief system is a differentiated set of self-beliefs tied to distinct areas of
functioning, not a global quality" (p.1). Self-efficacy judgments, according to Maehr and
Pintrich (1997), are task and situation specific; students employ their judgments about
their talents in relation to a given task or objective. According to Bruning, Schraw, and
Ronning (1999), having high self-efficacy in one domain does not guarantee that a person
would have high self-efficacy in another, as mentioned by Schulze and John M. Schulze
(2003:106).

With selfefficacy, there are various constructs that have ambiguous bounds. Self-
esteem is one such construct. Self-esteem is a personal quality, according to Maddux
(1995), whereas self-efficacy is not. The difference between self-esteem and self-efficacy
is this. One of Self-applications efficacy's is its ability to be applied to specific sectors or
even subfields of human behavior. A person may have poor self-esteem yet great self-

10
efficacy in a subject such as painting, sports, or learning languages, for example. He or
she may also have a high sense of self-worth while feeling inept in math and science. The
primary distinction between self-efficacy and self-esteem, according to Epstein and
Morling (1995), is that the former assesses potential while the latter assesses self-worth.
What a person believes he is capable of achieving is not the same as what he believes he
is worth. "Individuals may evaluate themselves hopelessly inefficacious in a specific
activity without suffering any loss of self-esteem whatsoever," according to Bandura
(1997), "because they do not invest their self-worth in that activity" (p. 11).

Confidence is another construct that blurs the lines between self-efficacy and
confidence. According to Bandura (1997:382), confidence is a vague term that relates to
the strength of one's opinion but does not always indicate what the assurance is about. In
science, a person can be certain that he will either fail or succeed. The belief in one's
ability to reach particular levels of performance is known as self-efficacy. Confidence has
little to do with a person's ability to perform at a high level.

According to Schulze and John M. Schulze, the key components of self-efficacy

are mastery experience, vicarious experience, verbal persuasion, and physiological
condition (Alderman, 1999; Bandura, 1986; Dweck and Leggett, 1988; Maehr and
Pintrich, 1997) (2003:106). The most influential factor is mastery experience, which
refers to a student's subjective assessment of previous experience with a task or skill.

Vicarious experience, or seeing others accomplish a task, is the second sort of

experience that affects self-efficacy beliefs. "...observing that others thought to be
similarly capable fail despite significant effort decreases observers' perceptions of their
own skills and weakens their efforts," according to Bandura (1986). (p.99). Although this
type of experience may not have the same impact as mastery, it can be a beneficial
educational tool.

Verbal persuasions or verbal judgments are statements made by others that lead to
self-efficacy beliefs (Bandura, 1986; Alderman, 1999). If the heightened appraisal is
within reasonable limitations, Bandura believes that verbal persuasion can contribute to
good performance. Observers' ideas that they, too, had the potential to master comparable
tasks to achieve are bolstered by seeing persons similar to themselves succeed via
11
prolonged effort, according to Bandura (1994). Negative comments, according to
Alderman (1999), are more successful at diminishing self-efficacy than good comments
are at improving it. Positive feedback, it is stated, stimulates the learner's interest and
ingenuity in order to complete the assignment.

Our personal responses and emotional reactions to situations are one of the main
aspects that influence our selfefficacy. Moods, emotional states, physical reactions, and
stress levels can all have an impact on how a person perceives their own talents in a given
scenario. Self-efficacy beliefs can be influenced by a learner's physiological state; for
example, anxiety, fear, exhaustion, or pain can all alter self-efficacy views (Bandura,
1997). Anxiety, in particular, can impair self-efficacy, which can negatively impact a
student's performance.

In these settings, a person who becomes excessively frightened before speaking in

public may have a low feeling of self-efficacy. "It is not the mere strength of emotional
and physical reactions that is essential, but how they are perceived and interpreted,"
Bandura adds (1994). People's sense of self-efficacy can be improved by learning how to
reduce stress and increase mood when confronted with obstacles or difficult tasks.

Multidimensional Theory of Burnout

Bandura introduced the self-efficacy component to his theory in 1986, claiming

that people have a self-system that allows them to manage their ideas, feelings, and
behaviors. The ability to represent, learn from others, develop options, adjust one's own
conduct, and engage in self-reflection were all part of this self-system.

"Efficacy is a generative talent in which cognitive, social, emotional, and

behavioral sub skills must be arranged and efficiently orientated to serve infinite
objectives; rather, it is a steady standard ability that individuals have or do not have in
their lists of behaviors" (Bandura, 1997: 36-37). "People differ in the areas of life in
which they nurture their sense of effectiveness," writes Bandura (1995).

Not only in general learning, but also in highly particular learning tasks, teachers
must have some understanding of students' perceived strengths and shortcomings. "The
efficacy-belief system is a differentiated set of self-beliefs tied to distinct areas of
12
functioning, not a global quality" (p.1). Self-efficacy judgments, according to Maehr and
Pintrich (1997), are task and situation specific; students employ their judgments about
their talents in relation to a given task or objective. According to Bruning, Schraw, and
Ronning (1999), having high self-efficacy in one domain does not guarantee that a person
would have high self-efficacy in another.

With self-efficacy, there are various constructs that have ambiguous bounds. Self-
esteem is one such construct. Self-esteem is a personal quality, according to Maddux
(1995), whereas self-efficacy is not. The difference between self-esteem and self-efficacy
is this. One of Self-applications efficacy's is its ability to be applied to specific sectors or
even subfields of human behavior. A person may have poor self-esteem yet great self-
efficacy in a subject such as painting, sports, or learning languages, for example. He or
she may also have a high sense of self-worth while feeling inept in math and science. The
primary distinction between self-efficacy and self-esteem, according to Epstein and
Morling (1995), is that the former assesses potential while the latter assesses self-worth.
What a person believes he is capable of achieving is not the same as what he believes he
is worth. Individuals may evaluate themselves hopelessly inefficacious in a specific
activity without suffering any loss of self-esteem whatsoever, according to Bandura
(1997), because they do not invest their self-worth in that activity.

Confidence is another construct that blurs the lines between self-efficacy and
confidence. According to Bandura (1997:382), confidence is a vague term that relates to
the strength of one's opinion but does not always indicate what the assurance is about. In
science, a person can be certain that he will either fail or succeed. The belief in one's
ability to reach levels of performance is known as self-efficacy. Confidence has little to
do with a person's ability to perform at a high level.

The key components of self-efficacy are mastery experience, vicarious

experience, verbal persuasion, and physiological condition (Alderman, 1999; Bandura,
1986; Dweck and Leggett, 1988; Maehr and Pintrich, 1997) (2003:106). The most
influential factor is mastery experience, which refers to a student's subjective assessment
of previous experience with a task or skill.

13
 Vicarious experience, or seeing others accomplish a task, is the second sort of
experience that affects self-efficacy beliefs. "...observing that others thought to be
similarly capable fail despite significant effort decreases observers' perceptions of their
own skills and weakens their efforts," according to Bandura (1986). (p.99). Although this
type of experience may not have the same impact as mastery, it can be a beneficial
educational tool.

Verbal persuasions or verbal judgments are statements made by others that lead to
self-efficacy beliefs (Bandura, 1986; Alderman, 1999). If the heightened appraisal is
within reasonable limitations, Bandura believes that verbal persuasion can contribute to
good performance. Observers' ideas that they, too, had the potential to master comparable
tasks to achieve are bolstered by seeing persons like themselves succeed via prolonged
effort, according to Bandura (1994). Negative comments, according to Alderman (1999),
are more successful at diminishing self-efficacy than good comments are at improving it.
Positive feedback, it is stated, stimulates the learner's interest and ingenuity to complete
the assignment.

Our personal responses and emotional reactions to situations are one of the main
aspects that influence our self-efficacy. Moods, emotional states, physical reactions, and
stress levels can all have an impact on how a person perceives their own talents in each
scenario. Self-efficacy beliefs can be influenced by a learner's physiological state; for
example, anxiety, fear, exhaustion, or pain can all alter self-efficacy views (Bandura,
1997). Anxiety can impair self-efficacy, which can negatively impact a student's
performance.

In these settings, a person who becomes excessively frightened before speaking in

public may have a low feeling of self-efficacy. "It is not the mere strength of emotional
and physical reactions that is essential, but how they are perceived and interpreted,"
Bandura adds (1994). People's sense of self-efficacy can be improved by learning how to
reduce stress and increase mood when confronted with obstacles or difficult tasks.

Self-efficacy on Teaching Performance

14
 Several variables of teaching effectiveness have been linked to teacher efficacy
(short for teacher self-efficacy). For example, research has found that teacher self-
efficacy has an impact on teacher retention and attrition rates (Billingsley, 2004). Teacher
efficacy in classroom management has also been linked to teacher burnout (Brouwers, A.,
& Tomic, W. 2000); and teaching assistants' self-efficacy in teaching literature as
measured by sources, personal assessments, and outcomes (Mills, N., 2011).

Billingsley (2004) tackles four primary themes in his study of factors that
contribute to special education teacher attrition and retention: teacher traits and personal
factors, teacher qualifications, work settings, and teachers' affective reactions to work.
Negative affective reactions to work are caused by problematic district and school issues,
which can lead to retreat and finally attrition. It is assumed that some teachers remained
calm and confident in the face of the situation and continued to carry out their tasks and
obligations as normal.

Gibson and Dembo (1984), who were interested in instructors' self-efficacy,

discovered that it is a substantial factor to individual variances in teaching effectiveness.
While Coladarci (1992) was interested in the degree to which teachers felt efficacious, as
well as other theorized variables on teaching commitment. It appears that teachers'
dedication has been deemed a significant element in promoting teacher satisfaction and
retention. Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998); and Goddard, R. D.,
Hoy, W. K., & Hoy, A. W. (1998); and Goddard, R. D., Hoy, W. K., & Ho (2000). As a
result, researchers have been able to demonstrate how self-efficacy influences other
dimensions like self-achievement and learning achievement.

One study looked at the direction and timing of connections between perceived
self-efficacy in classroom management and the three aspects of teacher burnout in class
management (Brouwers, A., & Tomic, W. 2000).

Teacher self-efficacy, according to Henson (2001), is a significant factor that

determines a teacher's choice of classroom management strategies. Other researchers
have also demonstrated the impact of teachers' self-efficacy on various aspects of
teaching, for example, Pajares (1996) demonstrated that self-efficacy is closely related to
academic performance; Zimmerman (2000; 82) revealed that self-efficacy is a highly
15
effective predictor of students' motivation and learning. However, in the teaching
literature, elements that may influence instructional techniques and teacher conduct have
gotten less attention.

The Effect of Teacher Burnout on Learners’ Academic Achievements

Many research have been conducted on emotional characteristics (e.g., well-being

motivation, personality, etc.) that may be regarded important determinants in language
acquisition achievement (Madigan and Curran, 2021). Teacher burnout has a major
impact on students' academic achievement as a specific component of teacher well-being
(Schleicher, 2018). According to Brouwers and Tomic (2000), teacher fatigue leads to
poor classroom management while dealing with students' disruptive actions. They also
claimed that teacher burnout could be a factor in low academic results. Furthermore,
according to Klusmann et al. (2008), EFL learners' poor performance in language
learning is caused by teacher burnout, which is characterized by disengagement and low
levels of resilience. Madigan and Kim (2020) discovered that teacher burnout is
associated with worse educational achievement and motivation in a study. They did not,
however, uncover a link between teacher exhaustion and student happiness. According to
Arens and Morin's (2016) research, there is a substantial negative association between
teacher burnout and students' cognitive and non-cognitive academic performance. In
addition, Atik and Elik (2021) discovered that academic engagement and motivation are
linked. Teacher burnout, on the other hand, serves as a bridge between them. Teachers
who are burnt out, according to Shen et al. (2015), have unfavorable attitudes toward
themselves, which might influence their performance and the academic results of their
students. Overall, the research found that teacher burnout creates a less positive language
teaching environment for students, which can lead to lower levels of academic
accomplishment.

Synthesis and Gap

Education during pandemic has been a challenge to the educational system of the
Philippines. With so many changes on modality, health protocol and practices in the
institution, it has been difficult for the teachers as well as the education leaders. Burnout

16
among the teachers is common at this moment since there are lots of things to cope up in
the mainstream.

Tangub City Division has used radio-based instruction as the modality of

learning. Because of this, teachers are challenged to make self-learning module that
would be broadcasted through radio. Burnout are experienced by the teachers because of
this. Hectic schedule and heavy workloads have been carried by the teachers. Thus, it
could affect the delivery of learning on the students.

Self-efficacy belief is crucial to this point as it affects a lot of factors in teaching

and learning process. Because of its consequences for teaching effectiveness,
instructional methods, and students' academic achievement, teachers' self-efficacy has
become increasingly significant in school psychology research (Klassen et al., 2009;
Klassen and Tze, 2014). According to extensive research, teachers with high levels of
self-efficacy have higher job satisfaction, reduced job-related stress, and have fewer
issues dealing with students' misbehaviors (Caprara et al., 2003). Understanding the key
antecedents of self-efficacy may thus have significant implications for working to
increase teacher well-being as well as school effectiveness and efficiency.

At this point, there is no evidence on the level of burnout and self-efficacy beliefs
of teachers in new normal education. Hence, the researcher wants to find out the level of
burnout and self-efficacy of teachers as well as the relationship of burnout to self-efficacy
beliefs of teachers during the stage of adjustments in the new normal.

17
 Chapter 3
METHODOLOGY
Research Design
This study utilized the descriptive-correlational quantitative research design.
According to Baker(2017), descriptive designs gather data on variables without altering
the environment or affecting any variables, therefore they don't consider possible cause
and effect. In addition, the descriptive design can be used to generate theory, identify
issues with present practice, defend current behavior, make judgments, or find out what
other people in similar situations are doing (Grove, Burn & Gray, 2013).
As to get the relationship of the two variables of this study, the researcher also
used the correlation research design. According to Velickovic(2015), correlation
describes the strength of a linear link between two observable occurrences.
Bhandari(2022) added that a correlational research design investigates relationships
between variables without the researcher controlling or manipulating any of them.
Research Environment
The researcher conducted the study in the different schools under the
Division of Tangub City located at Tangub City, Misamis Occidental, Mindanao,

18
Philippines. Tangub City is considered a place as the Christmas Symbols Capital of the
Philippines.

The study fitted the Division of Tangub City because it employed different
learning modalities like radio-based, tv-based, and modular approaches. Thus, it
challenged the teachers in the Division of Tangub City to adapt to this system change.
Following the variety of new implementation of health protocols, mode of delivery, work
arrangement, and new school calendar, teachers are challenged. That is why the
researcher chooses the said locale.

The Division of Tangub City has 68 schools, 55 from elementary and 13 from
secondary schools. SDS Nimfa R. Lago heads the division of Tangub City along with his
ASDS Lorena P. Serrano. Both leaders are innovative and passionate. They are bringing
out the best of the teachers at this time of the pandemic.

Respondents of the Study

The study employed random sampling on the Junior High Teachers in Tangub
City Division, Tangub City, Misamis Occidental. The members of the sample are chosen
at random and only by chance in this sort of sampling. As a result, the sample quality is
unaffected because each member has an equal probability of being chosen
(Bhardwaj,2019).
Research Instrument
The data was collected via a standardized questionnaire distributed via Google
Forms that had two (2) parts: a message to the respondents and a personal information
section. It was designed and built expressly for the research. The respondent's personally
identifiable information, such as their name (optional), sex, marital status, length of
service, position, and designation, is collected in the Personal Information portion of the
questionnaire.
In order to gather the relevant data, the researcher utilized the Maslach Burnout
Inventory(MBI) of Maslach & Jackson(1981). The Maslach Burnout Inventory (MBI)
(Maslach & Jackson, 1981) is the most widely used burnout instrument. Emotional

19
exhaustion (EE), depersonalization (DP), and personal accomplishment are the three
elements of burnout captured by the Maslach Burnout Inventory (PA).
On the other hand, Bandura’s Self-efficacy Questionnaire(1977) was used to
achieve the level of Self-efficacy belief of Junior High School Teacher during the new
normal. It is used to assess perceived self-efficacy as it pertains to adaptation abilities and
coping scales for both stressful events and daily activities.
Validation of the Instrument
The instrument was sent to the adviser for confirmation for use in this research.
With the support of the consultant, the tool was primarily used to collect data for this
study. Because the instrument was embraced from reliable sources that had content and
construct validity, as well as reliability coefficients, the instrument was no longer
subjected to reliability and validity testing, apart from face validity, which was instated
by the adviser of this scholarly research.

Scoring Procedure
The following table shows how the outcomes of the data crunching and tabulating
process will be measured and evaluated to determine the level self-efficacy and burnout
of Junior High School teachers with the likert scale.
Scale for the Level of Self-efficacy of Junior High School Teachers

Scale for the Level of Burnout of Junior High School Teachers

A few Once a A few Once a A few
Never times per month times per week times per Everyday
year month week

0 1 2 3 4 5 6

20
Data-Gathering Procedure
Before the survey-questionnaires were handed out to the respondents, a letter of
communication was submitted to the Tangub City Division SDS Nimfa R. Lago and
ASDS Lorena P. Sernao to seek permission to conduct the survey. They were also
informed that the information acquired would be utilized solely for academic purposes. In
addition, the data collected will be handled with care in compliance with the Data Privacy
Act of 2012.
After receiving permission, the questionnaires were given to Tangub City
Division School Principals for distribution. The school principals were provided
instructions on how to administer the questionnaires. The study's participants were
guaranteed that their participation would be kept completely secret. The data acquired
was counted, processed, evaluated, and interpreted when the responses from the Google
Form were received.
Statistical Treatment of Data
The study used descriptive and inferential statistics to further the interest of the
study. It specifically used the following:
Frequency Counting and Percent. The tool were utilized to determine the
respondents' sex, marital status, length of service, position and designation. The
percentage was obtained by dividing the total number of respondents by the frequency of
each group.
Mean. It is used in quantifying the ratings given the respondents of the study in
all the level of teachers’ self-efficacy and burnout.
Pearson’s correlation. Correlation coefficients are used to measure how strong a
relationship is between two variables. There are several types of correlation coefficient,
but the most popular is Pearson’s. Pearson’s correlation (also called Pearson’s R) is a
correlation coefficient commonly used in linear regression.

Ethical Consideration

21
 The proposal was presented to the Schools Division Superintendent of the
Division of Tangub City for permission prior to performing the research. Participants
who were chosen, who chose not to participate for a reason, were not forced or
threatened. Participants were given the option of declining to answer questions if they did
not feel comfortable doing so. All responders received letters outlining the study's goal
and providing information to help them make an informed decision about whether or not
to participate. All information obtained throughout the research will be kept confidential,
according to the notes. There were no names that could be used. Teachers had to sign a
consent form indicating their willingness to participate in the study before they could be
included. All participants were promised access to the study results when it was
completed. All completed questionnaires were kept in a secure location. Only the
researcher and the researcher's adviser had access to the information. The subjects
suffered no mental, bodily, or emotional impairment.

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RESEARCH INSTRUMENT

Letter to the respondents:

Good day!

I am William Vincent N. Soria, a student from Jose Rizal Memorial State

University (JRMSU), taking up Doctor of Education Major in Educational Management.

I would like to solicit your utmost cooperation in answering this set of questions

for my academic study, entitled; Self-efficacy Belief and Burnout of Teachers Among

Junior High School in the New Normal Education. The study aims to gather responses

from the participants from Tangub City Division to identify the level of burnout and self-

28
 efficacy beliefs of teachers in Junior High School. I can assure you that your response

will be treated with utmost confidentiality, and the result will be used for academic

purposes, and for your paramount interest and benefit.

In view thereof, I seek for your diligence and cooperation in answering this

questionnaire. Thank you and God bless!

Name of the Respondent: (Optional) _____________________

Signature: ________________________

I hereby agree to answer this survey with all truth and honesty.

Personal Information:

Sex: ( ) Male ( ) Female

Marital Status: ( ) Single ( ) Married ( ) Widowed ( ) Divorced

Position: ( ) Teacher-I ( ) Teacher II ( ) Teacher III

Other:___________

Designation: _______________

Please rate your experience in all areas listed below.

6- Everyday 5 – A few times per week, 4 – Once a week, 3 – A few times per month, 2 –
Once a month and 1 – Never

Question A few Once A few Once A few

Never times a times a times Ever
per month per week per yday
year month week

Section A(Exhaustion) 0 1 2 3 4 5 6

I feel emotionally drained

by my work.

29
 Working with people all
daylong requires a great
deal of effort.

I feel like my work is

breaking me down.

I feel frustrated by my
work.

I feel that I work to hard

at my job

It stresses me too much to

work in direct contact
with people.

I feel like I am at the end

of my tether.

Subscores

Total Score

Question A few Once A few Once A few

Never times a times a times Ever
per month per week per yday
year month week

Section 0 1 2 3 4 5 6
A(Depersonalization)

I feel I look after certain

patients/clients
impersonally, as if they are
objects.

I feel tired when I get up in

the morning and have to face
another day at work.

30
 I have the impression that
my patients/clients make me
responsible for some of their
problems.

I am at the end of my
patience at the end of my
work day.

I really don’t care about

what happens to some of my
patients/clients.

I have become more

insensitive to people since
I’ve been working.

Subscores

Total Score

Question A few Once A few Once A few

Never times a times a times Ever
per month per week per yday
year month week

Section A(Personal 0 1 2 3 4 5 6
Accomplishment)

I accomplish many
worthwhile things in this
job.

I feel full of energy.

I am easily able to
understand what my
patients/clients feel.

I look after my
patients’/clients’ problems
very effectively.

31
 In my work, I handle
emotional problems very
calmly.

Through my work, I feel that

I have a positive influence
on people.

I am easily able to create a

relaxed atmosphere with my
patients/clients.

I feel refreshed when I have

been close to my
learners/clients at work.

Subscores

Total Score

Please rate your self-efficacy beliefs in all areas listed below.

5 – Extremely Confident, 4 – Quite Confident, 3 – Somewhat confident, 2 – Slightly

Confident and 1 – Not at all

Question Somewhat
confident
Not at all Slightly Quite Extremely
Confident Confident Confident

Mastery Experience 1 2 3 4 5

I know what routines

are needed to keep
routines running
smoothly.

I know what kinds of

rewards are used to
keep students
involved If students
stop working in class,
32
 I can usually find a
way to get them back
on track

I have very effective

classroom
management skills.

If a student did not

remember
information I gave in
a previous lesson, I
would know how to
increase his/her
retention in the next
lesson

I find it easy to make

my expectations clear
to students.

If one of my students
couldn't do an
assignment, I would
be able to accurately
assess whether it was
at the correct level of
difficulty.

When I really try I

can get through to
most difficult
students.

When a student is
having trouble with
an assignment, I am
usually able to adjust
it to his/her level.

There are very few

students that I don't
know how to handle.

33
I don't always know
how to keep track of
several activities at
once

Subscores

Total Score

Question Somewhat
confident
Not at all Slightly Quite Extremely
Confident Confident Confident

Social Persuasion 1 2 3 4 5

My colleague knows
my capabilities as
teacher

They trust me on how

I teach and make
lessons

My colleague has
some doubts about
my teaching

They believe that I

have mastery in my
subject.

The stakeholders
have confidence with
my teaching methods.

They believe that I

can make innovative
things in teaching

34
 They criticize my
opinions about a
certain issue in
school

Subscores

Total Score

Question Somewhat
confident
Not at all Slightly Quite Extremely
Confident Confident Confident

Vicarious 1 2 3 4 5
Experience

The amount a student

can learn is primarily
related to family
background.

If students aren't
disciplined at home,
they aren’t likely to
accept any discipline.

A teacher is very
limited in what
he/she can achieve
because a student's
home environment is
a large influence on
his/her achievement.

If parents would do
more for their
children, I could do
more.

If one of my students
couldn't do a class
assignment, I would
be able to accurately
assess whether the

35
assignment was at the
correct level of
difficulty.

If I really try hard, I

can get through to
even the most
difficult or
unmotivated students.

When it comes right

down to it, a teacher
really can’t do much
because most of a
student’s motivation
and performance
depends on his or her
home environment

Subscores

Total Score

Question Somewhat
confident
Not at all Slightly Quite Extremely
Confident Confident Confident

Emotional/ 1 2 3 4 5
Physionlogical
States

I feel comfortable
with my enviroment

I feel doubt about my

teaching methods.

I feel lazy with I

work.

I encourage myself
about my work.

36
I focus on the work
on hand especially
during teaching

I don’t get affected

by my colleague’s
perception

I feel excitement
when I teach my
students.

Subscores

Total Score

37