Author

Daisy Mahinay Colina*
University of Cebu, Cebu City, Philippines

Abstract

The purpose of this study was to determine the four sources of self-efficacy (mastery experience, vicarious experience, verbal persuasion and physiological/emotional state) of science teachers of the Division of Cebu City, S.Y. 2018-2019. A descriptive research design was used to find out the sources of self-efficacy of respondents using the self-made, modified questionnaires and the profile of the respondents. The findings of the present study showed that respondents sources of self-efficacy were very high efficacy. More importantly, physiological/emotional state was found to be the main predictor for science teacher’s achievement in science teaching. There was no significant relationship between the respondents’ profile and their mastery experience, vicarious experience, verbal persuasion and physiological/emotional state. The study concluded that science teacher’s self-efficacy in terms of mastery experience, vicarious experience, verbal persuasion and physiological/emotional state influence teachers’ performance in the teaching- learning process.

Keywords: Self-efficacy, science teachers, physiological/emotional state.

*Corresponding author / Email: daisymahinaycolina@gmail.com
DOI: https://doi.org/10.69651/PIJHSS05021153

Recommended citation:
Colina, D. M. (2026). Sources of self-efficacy of science teachers. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4322-4338. https://doi.org/10.69651/PIJHSS05021153

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