SELF-EFFICACY AND JOB SATISFACTION OF KINDERGARTEN TEACHERS IN BILIRAN DIVISION: IT’S IMPLICATION TO THE MANAGEMENT

This study investigated the self-efficacy and job satisfaction of kindergarten teachers in the Division of Biliran. Findings revealed that most kindergarten teachers are middle-aged, female, and married. Nearly half hold a bachelor’s degree with master’s units, have 2–5 years of teaching experience, and earn a monthly salary of ₱20,000 or below. Notably, only 4 out of 92 respondents have received awards, with the vast majority having none. In terms of self-efficacy, teachers rated themselves as "moderately true" in the areas of influencing school resources (mean = 3.81), instructional efficacy (3.68), disciplinary efficacy (3.81), enlisting parental involvement (3.89), and creating a positive classroom climate (3.84). Their efficacy in influencing decision-making (3.52) and enlisting community involvement (3.12) was rated as "true." Overall, the teachers reported a high level of job satisfaction (mean = 3.75) and received very satisfactory performance ratings. Statistical analysis revealed no significant relationship between teacher profile, self-efficacy, or job satisfaction and performance. However, a significant relationship was found between self-efficacy and job satisfaction. The study concludes that while teachers show strong job satisfaction and satisfactory performance, they have limited engagement in professional advancement and recognition. Furthermore, self-efficacy plays a key role in shaping their job satisfaction, though it does not directly impact performance.