Abstract
Self-efficacy is the belief in one’s ability to accomplish tasks or reach objectives. The study investigated the extent of the Relationship between EPP/TLE/TVL teachers’ self-efficacy and learners’ academic performance. Data for this descriptive research was taken from 51 EPP, 10 TLE, 7 TVL teachers, and 259 students during the Academic Year 2020-2021 using a researcher’s questionnaire that has passed the rigorous validity and reliability tests. The result indicates that EPP/TLE/TVL Teachers have a very high level in the distribution of learning modules while retrieval and the Assessment of Progress were high. Furthermore, students achieved a very satisfactory academic performance. This demonstrates a strong in applying knowledge and skills in their respective EPP/TLE/TVL subjects. There was no significance in the comparative analysis of teachers’ demographic profile and self-efficacy, but a significant relationship existed between teachers’ self-efficacy and learners’ academic performance. The findings call for programs where teachers can expound their self-efficacy by sharing best practices to enhance student learning outcomes.
Keywords: Self-efficacy, EPP/TLE/TVL teachers, academic performance, distribution, retrieval