Abstract

Teachers handling advisory classes in Junior and Senior High Schools are called secondary class advisers. These teachers teach students with academics and taking other tasks like facilitating Homeroom Guidance Program which might contribute to their level of self-efficacy and job performance. The study’s purpose was to investigate the relationship between Self-Efficacy and Job Performance of Secondary Class Advisers in the Implementation of HGP. A descriptive-correlational methodology was used to gather data from 120 secondary class advisers of whom mostly were females holding a Master’s Degree and serving for 6-10 years. This study found out that demographic profile such as age, highest educational attainment and number of years in service showed no significant difference in self-efficacy. Moreover, the secondary class advisers self-assessed themselves having a “very high self-efficacy” across measured aspects and generally performing “good” in implementing HGP. Relatively, there is a significant difference in self-efficacy between male and female class advisers in which male is slightly higher than female. Statistical analysis also found that there is no significant difference in job performance when grouped according to profile. Additionally, the study found a positive relationship between self-efficacy and job performance of secondary class advisers. Lastly, along with the findings are challenges in the implementation, which recommended an intervention “PROJECT SIGLA: Strengthening Instructors’ Guiding Learners Abilities”. The findings imply that enhancing teacher’s self-efficacy can significantly contribute to improving job performance. The study concludes that there is a positive relationship between self-efficacy and job performance among secondary class advisers. Teachers who possess higher levels of self-efficacy tend to demonstrate greater confidence and effectiveness in carrying out responsibilities. It is recommended that school administrators and educational leaders provide continuous professional development programs that enhance teacher’s self-efficacy. Strengthening confidence and mastery experience may lead to improved job performance and improved implementation of Homeroom Guidance Program.

Keywords

  • Self-efficacy
  • Job Performance
  • Secondary Class Advisers
  • Homeroom Guidance Program Implementation

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