The Influence of Teaching Efficacy and Resilience on Teacher Competence on Teachers Handling Learners with Disability

Teacher competence identifies the issues of insufficient content knowledge, ineffective pedagogical skills, limited use of technology, and the lack of continuous professional development. This study aimed to determine the influence between teacher efficacy and teacher resilience on the competence of teachers instructing learners with learning disabilities for the 2024-2025 school year. This study used a descriptive quantitative research design, utilizing a correlation approach design involving 183 senior high school students. The overall mean score for both teacher efficacy and teacher resilience regarding the competence of teachers working with learners with learning disabilities was interpreted as very high. The study found that there is a significant relationship between teaching efficacy and resilience in teacher competencies and the result of the R-value shows a significant influence of both teaching efficacy and resilience on teacher competence in handling learners with disabilities. That accepts the theory of Observational Learning Theory (Albert Bandura, 1977). The conclusion that teacher professionalism, skills, and attitudes are acknowledged and validated by the findings of this study is clear. It is recommended that this research explores different variables not covered in this study. Such replication aims to either reinforce or question the findings, allowing for a broader understanding of the influences on academic progress.