Technological Self-Efficacy in Teaching Physical Education and Health among Junior High School Teachers

Abstract

This study assessed the Technological self-efficacy of 26 junior high school teachers of Physical Education and Health in Juan R. Liwag Memorial High School. Methodology: using descriptive correlational research design, their socio-demographic characteristics, level of their technological self-efficacy and performance rating were the variables of the study.  Quantitative data were gathered using a questionnaire as the main instrument. In terms of sampling method, total enumeration sampling was utilized.  Findings: Majority of the respondents were female, young with educational attainment varying from bachelor’s degree to master’s degree and have been in the service from 1-10 years.  Overall technological self-efficacy was low level in the five components namely; technological knowledge, technological content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge and high in pedagogical knowledge and pedagogical content knowledge. Pedagogical knowledge and pedagogical content knowledge had a positive relationship with performance rating. On the other hand, technological knowledge, technological content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge were found to be negatively correlated with performance rating. Technological content knowledge was found to be predictive of physical education and health teacher’s performance rating. Contribution and Recommendation: Thus, it is highly recommended to sustain and enhance the technological content knowledge of physical education and health teachers since it is detrimental to their performance.