The Influence Of Work Expectation, Self-Efficacy, And Job Satisfaction On The Performance Of Teachers: A Structural Equation Modelling Approach

This quantitative research intends to identify the model that is bet-fit for teachers' performance as it is influenced by work expectation, self-efficacy, and job satisfaction of public senior high school educators in Davao Region.Non-experimental quantitative research design utilizing descriptive-correlation techniques, and structural equation models to 400 teachers (randomly selected) in Region XI were employed in this study.The data collected using an adapted survey questionnaire were evaluated using mean, Pearson product-moment correlation coefficient, linear regression, and structural equation modeling.The study revealed that the level of work expectation and job satisfaction was high or frequently evident among senior high school educators in Region XI.Furthermore, self-efficacy and teachers' performance were described as very high or always evident among the respondents.Significant correlations were found between work expectation and teachers' performance, self-efficacy and teachers' performance, and job satisfaction and teachers' performance, with p values of the variables are less than 0.05 significant alpha value.Moreover, the exogenous variables, work expectation, self-efficacy, and job satisfaction, demonstrated a significant influence on the endogenous variable which is teachers' performance.Finally, Model 3 of the framework emerged as the best-fit model, consistently meeting the specified criteria.By examining teachers' work expectations, self-efficacy, job satisfaction, and teachers' performance, school administrators may glean valuable insights for improving outcomes in education.