Manuscript Details - IJARW2981

ManuScript Details
Paper Id: IJARW2981
Title: SELF-EFFICACY AND EMOTIONAL RESILIENCY OF TEACHERS AND THEIR CLASSROOM MANAGEMENT PRACTICES
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 7 Issue 10
Pages: 19
Published On: 4/11/2026 1:21:06 AM      (MM/dd/yyyy)
Main Author Details
Name: LOEL S. SAJULGA
Institute: Valencia Colleges (Bukidnon), Inc. Hagkol, Valencia City, Bukidnon Philippines
Co - Author Details
Author Name Author Institute
Abstract
Research Area: Education
KeyWord: self-efficacy, emotional resiliency, classroom management, parent involvement, community involvement, decision-making
Abstract: This study examined the self-efficacy and emotional resiliency of teachers and their relationship to classroom management practices. Specifically, it determined the extent of teachers’ self-efficacy across seven indicators namely: influence, decision-making, instructional, enlist parental involvement, community involvement, and create a positive school climate; emotional resiliency across four indicators namely: personal competence, spiritual influence, family cohesion and peer support; and classroom management practices across three indicators namely: teaching, discipline, and parent involvement. It further investigated the relationship between self-efficacy and emotional resiliency and classroom management practices, and identified the indicators that best predict effective classroom management. The study was conducted in Kinoguitan District, Division of Misamis Oriental and involve all 80 teachers of the said district. The instrument used in this study was a teacher-made questionnaire verified by three experts, specifically Doctor of Philosophy in Education under the same district. A quantitative correlational research design was employed. Data were analyzed using mean and standard deviation to determine the extent of the variables, Pearson r to examine the relationships among variables, and multiple regression analysis to identify significant predictors of effective classroom management practices.Results revealed that teachers demonstrated a high level of self-efficacy and emotional resiliency, as well as effective classroom management practices. Findings further indicated that both self-efficacy and emotional resiliency have a significant positive relationship with classroom management practices. Multiple regression analysis showed that among the self-efficacy indicators, instructional self-efficacy and the ability to create a positive school climate significantly predicted effective classroom management. In terms of emotional resiliency, personal competencies and peer support emerged as the strongest predictors.The study concludes that strengthening teachers’ instructional confidence, fostering a positive school climate, enhancing personal competencies, and promoting peer support systems may significantly improve classroom management practices.
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IEEE
LOEL S. SAJULGA, "SELF-EFFICACY AND EMOTIONAL RESILIENCY OF TEACHERS AND THEIR CLASSROOM MANAGEMENT PRACTICES", International Journal Of All Research Writings, vol. 7, no. 10, pp. 21-39, 2026.
MLA LOEL S. SAJULGA "SELF-EFFICACY AND EMOTIONAL RESILIENCY OF TEACHERS AND THEIR CLASSROOM MANAGEMENT PRACTICES." International Journal Of All Research Writings, vol 7, no. 10, 2026, pp. 21-39.
APA LOEL S. SAJULGA (2026). SELF-EFFICACY AND EMOTIONAL RESILIENCY OF TEACHERS AND THEIR CLASSROOM MANAGEMENT PRACTICES. International Journal Of All Research Writings, 7(10), 21-39.
SELF-EFFICACY AND EMOTIONAL RESILIENCY OF TEACHERS AND THEIR CLASSROOM MANAGEMENT PRACTICES
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