Teaching Experience and Self-Efficacy of Beginner Teachers in Mainstream Classroom

This research study explores the relationship between teaching experience and self-efficacy among beginner teachers in mainstream classrooms. The study employs a descriptive correlational design and focuses on 40 beginner teachers from the Municipality of Caraga, Davao Oriental. The study's results reveal that most participants are novice teachers, with limited representation of mid-career and veteran teachers. Despite this, their self-efficacy indicates that, on average, teachers perceive themselves as having a substantial influence on their classroom effectiveness. Teachers express high self-efficacy in fostering students' appreciation for learning, aligning with Bandura's Social Cognitive Theory (1986). In terms of instructional practices, teachers maintain a moderate level of self-efficacy. While teachers express confidence in their ability to gauge student comprehension, they perceive limitations in providing alternative explanations during student confusion. Regarding classroom management, teachers possess moderate to high self-efficacy, indicating their belief in their capacity to manage student behavior effectively. However, they perceive some limitations in responding to defiant students. The study finds no statistically significant correlations between years in service and selfefficacy in student engagement, classroom management, or instructional strategies. This suggests that teaching experience alone does not strongly predict efficacy in these domains, highlighting the multifaceted nature of teacher effectiveness. In conclusion, this study underscores the importance of teacher self-efficacy in mainstream classrooms and its complex relationship with teaching experience. It emphasizes the need for ongoing professional development and a commitment to pedagogical innovation to enhance teaching effectiveness.