Crisis Self-Efficacy and Well-Being of Teachers in The Division of Davao City

AUTHOR(S)

NOVA T. HAGUYAHAY

ABSTRACT

—— This study examined the crisis of self-efficacy and well-being of teachers. The three factors of teachers’ work-related well-being: workload, organizational, and student interaction well-being and four constructs identified in this research as action efficacy, preventive efficacy, achievement efficacy, and uncertainty management efficacy were determined. With a sample of 150 in the Division of Davao City teachers, results confirmed that teachers are able to practice self-efficacy in the face of crisis and their well-being are protected by the school system. The crisis self-efficacy and well-being scales used in the study provided support for a higher-order factor of teacher well-being, showed the instrument functioned similarly across different socio demographic subgroups, and demonstrated the well-being factors were related as expected. Combined, these analyses provide support for the use of the instrument as an assessment of teacher well-being and crisis self-efficacy. Each construct measures a unique aspect of one’s crisis self-efficacy. Among the four domains of teachers’ crisis self-efficacy, the uncertainty management domain is the best predictor of teachers’ work commitment during the COVID-19 pandemic in its singular capacity based on the standardized beta coefficients. It implies that teachers’ ability to manage or reduce uncertainties at work and in teaching during crisis contributes to their high well-being to providing continuous and quality education for students. Implications for research and practice are discussed. Keywords — Teachers’ crisis self-efficacy, well-being, measurement, validation, relationship, experiences