Self-Esteem, Self-Efficacy, and Academic Performance of Teacher Education Students in one State University in the Philippines

A descriptive correlational study was conducted to assess the level of self-esteem, self-efficacy and academic performance of the College of Teacher Education students and to find out the relationship between these variables. A total of 194 tertiary students in the College served as the respondents of the study. They were chosen using stratified random sampling technique. The research instruments used in the study were the modified General Self-Efficacy Scale by Schwarzer and Rosenbergs Self-Esteem Scale with a Cronbach alpha of 0.92 which indicated a high reliability index. The gathered data were treated using frequency counts, percentage, weighted mean, and Chi-square test. The findings revealed that 60 % of the respondents have high level of self-esteem while 61 % reported a high level of self-efficacy. Their general weighted average during the academic year 2015 2016 ranges from 86 90. Their academic performance and self-esteem showed a significant relationship. Students academic performance and self-efficacy also showed a significant association. These findings led to the conclusions that someone with a high self-esteem is expected to perform well academically. It is also concluded that how the students expect they can successfully perform a behavior have a statistically significant correlation with how they perform academically. Hence, it is recommended that the Office of Students Affairs of the University may offer self-esteem enhancement programs to sustain students self-esteem. These would allow the students to examine their thoughts and feelings and become more positive about themselves. Teachers may provide situations of success for all students for this will improve students sense of self-efficacy, with all the benefits that could arise from such a case, including improved academic performance.