Abstract
Self-efficacy serves as the psychological cornerstone of effective Values Education, dictating an educator’s capacity to navigate complex moral discourse and foster character development within the classroom. With this context, this study examined teachers’ self-efficacy in teaching Values Education in Northern Negros, Philippines, grounded in Bandura’s self-efficacy theory and the Teachers’ Sense of Efficacy Scale, in response to concerns that many educators teach the subject without formal preparation, potentially affecting confidence, depth of moral discourse, and consistency of implementation. The data for this study were collected from 132 teacher respondents using a self-developed data collection instrument that underwent stringent validity and reliability testing. Additionally, the paper adhered to the requirements of a research ethics protocol to ensure that respondents were not harmed during data collection. The findings reveal generally high levels of self-efficacy across all constructs under the papers’ major variables. The findings suggest strengthening structured professional development initiatives to enhance teacher competence and ensure consistent, meaningful, and transformative Values Education that fosters moral integrity, cultural responsiveness, and responsible citizenship.
Keywords: Teachers’ self-efficacy, values education teachers, instructional delivery, classroom management, moral and ethical modeling, and student engagement and motivation