NEW NORMAL LEARNING SYSTEM AND TEACHERS EFFICACY IN PUBLIC ELEMENTARY SCHOOL, BINGO DISTRICT, DAVAO CITY

Luciano  O. Marimon Jr,; Jeny  L. Rulona,

NEW NORMAL LEARNING SYSTEM AND TEACHERS EFFICACY IN PUBLIC ELEMENTARY SCHOOL, BINGO DISTRICT, DAVAO CITY

Abstract:

The researchers wanted to highlight that teacher efficacy is a major factor that has been related to academic success and persistence of students’ academic outcomes. The respondents of this study were composed of 100 Public Elementary school teachers from Binugao District, Davao City. The main purpose of this study is to determine the significant relationship between the new normal learning system and teachers’ efficacy. The disclosed findings based on the research questions implied that the new normal learning system's rapid move to integration acceleration considered: blended learning modality, asynchronous learning modality, and distance learning modality, are always evident. Therefore, the teacher’s efficacy considered: social persuasion, verbal encouragement, and vicarious experience are oftentimes evident. Hence, there is a need to determine if there is a link between the new normal learning system and teachers’ efficacy. Furthermore, there is a moderate correlation at a significant level of .000 which means that there is a significant relationship between the new normal learning system and teacher’s efficacy. It explains that if the new normal learning system is positively demanding, the teacher efficacy is much more motivated. Hence, the decision is to reject the null hypothesis. This signifies the domain of the new normal learning system significantly influences teacher efficacy. This provides administration, school principals and teachers with reliable bases for improving their supervisory services amidst the new normal learning system.

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