A Path Analysis of Teaching Performance as Estimated by Self Efficacy, School-Based Management and School Climate

In the educational sector, there are unpredicted circumstances that may affect teacher????????s teaching performance. Undeniably, this is one of the serious and central concerns that needs to be addressed and determine the root of this dilemma and recognize its solutions. Thus, a study was conducted to determine the influence of self-efficacy, school-based management and school climate on teaching performance among teachers in Davao Oriental. The study was utilized descriptive correlational design. There were 60 teachers who had participated in this undertaking. The researcher has selected these participants using purposive sampling technique. To gather the data, researcher used sets of survey questionnaire as instruments from the respondents. The researcher used Mean to identify the levels of self-efficacy, school-based management, school climate and teaching performance of teachers. The researcher of this study was also used Pearson product moment correlation to investigate the relationship between variables. Partly, Multiple regression analysis was used to analyze the influence of self-efficacy, school-based management and school climate on teaching performance among teachers. The results revealed that the levels of self-efficacy and school climate is high, while the extent of school-based management is moderate. Moreover, the self-efficacy and school climate were found to have significant positive relationship with teaching performance. Furthermore, both the self-efficacy and school climate significantly influence the teaching performance of teachers in Davao Oriental.