Teachers’ Efficacy as Influenced by Commitment and Motivational Practices in Rural Elementary Schools in Glan, Sarangani

Aim:The study aimed to establish the levels of teachers' professional commitment.It sought also to assess the motivational strategies employed by the teachers.The research aimed to evaluate also the teachers' sense of efficacy.It intended to investigate whether significant relationships existed between the teachers' levels of professional commitment and their teaching efficacy, as well as between their motivational practices and their sense of efficacy. Methodology:The study employed a descriptive-correlational design to investigate the relationships between the variables of interest.Data were collected from a sample of 75 teachers located within the Glan IV District of Sarangani Province.The researchers utilized validated survey instruments, ensuring the reliability and validity of the data obtained from the participants.Results: The analysis indicated a significant positive relationship.Specifically, a low to moderate positive correlation was found between the teachers' level of professional commitment and their reported teaching efficacy.Similarly, the study identified a significant low to moderate positive relationship between the teachers' motivational practices and their sense of teaching efficacy. Conclusion:In conclusion, the findings of this study suggest that cultivating and reinforcing teachers' professional commitment and their implementation of effective motivational strategies can positively impact their instructional effectiveness.The research underscores the critical need for ongoing support and professional development opportunities, particularly within rural educational contexts like Glan IV District, to maintain and enhance teacher motivation and their confidence in their ability to teach effectively.