Assessing Teachers’ Self-Efficacy and its Influence on the Delivery of Quality Instruction in Mainstreamed Classrooms

This study examined the relationship between teachers’ perceived self-efficacy and their actual teaching performance in mainstreamed classrooms at Dapa Central Elementary School & SPED Center during the 2025–2026 school year, serving as a basis for an Action Plan. Demographic data, including age, gender, educational attainment, position, teaching experience, and participation in inclusive education trainings, were collected. Data were gathered through a structured survey measuring teachers’ perceived self-efficacy and actual classroom practices. Frequency counts, percentages, and weighted means analyzed levels of self-efficacy and teaching performance, while Pearson’s correlation coefficient determined the relationship between the variables. Findings showed a predominantly young and female workforce, mostly aged 20–29 years with bachelor’s degrees. Teacher I comprised the largest group, and most had six to ten years of experience. Participation in inclusive education seminars was limited. Teachers reported high self-efficacy in assessing student progress and using results to improve instruction but lower confidence in collaborating with Special Education/Resource Teachers and providing individualized accommodations. Actual teaching performance was generally effective, with strengths in classroom management and differentiated instruction, while collaborative practices were less frequent. Correlation analysis revealed a negligible negative and non-significant relationship between perceived self-efficacy and teaching performance, indicating that confidence does not necessarily predict instructional effectiveness. The study concluded that while teachers demonstrate strong classroom performance, gaps in collaboration and individualized support persist. An Action Plan is recommended to enhance self-efficacy and teaching performance.