Self–Efficacy and Resiliency of Junior High School Teachers in Relation to their Job Performance

Abstract: The question of what makes a good teacher posits the goal of this paper to know whether teachers’ effectiveness and resilience determine their job performance. In this premise, this study examines whether teachers’ effectiveness and resilience influence their job performance. Using a descriptive research design, data were collected from 98 Junior High School Teachers through a validated and reliable researcher-made questionnaire. Research ethics protocol, including informed consent, anonymity, and confidentiality, were strictly observed. Descriptive statistics were used to analyze respondents' profiles, while Mann-Whitney U Test and Spearman Rho determined comparative and relational analyses. Findings revealed significant differences in self-efficacy and resiliency based on sex and income, with female teachers and those with higher incomes demonstrating greater efficiency and resilience. A positive correlation was found between self-efficacy, resilience, and job performance. These results suggest that educational institutions should invest in programs that enhance teachers' efficacy and resilience to improve job performance. Keywords: Job performance, junior high school, resiliency, self-efficacy, teachers.