Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Formosa Journal of Multidisciplinary Research (FJMR)
Jenny Rose P Dalmacion
La Consolacion University Philippines
Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Exploring the Effect of Self-Efficacy on Burnout and Job Commitment of Elementary Teachers: A Basis for Wellness Program Jenny Rose P Dalmacion; Edward Jimenez
Formosa Journal of Multidisciplinary Research Vol. 5 No. 4 (2026): April 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjmr.v5i4.56

Abstract

This study aimed to determine the significant effect of teachers' self-efficacy on their burnout and job commitment. The key findings are as follows: among highly proficient teacher-respondents, the degree of self-efficacy was rated as "Quite a Bit" across four indicators: decision-making, school resources, instructional self-efficacy, and enlisting parental involvement while proficient teacher-respondents, ratings varied across the six indicators. Efficacy to influence, instructional self-efficacy, and efficacy to enlist community involvement were rated "Quite a Bit," while disciplinary self-efficacy, efficacy to enlist parental involvement, and efficacy to create a positive school climate were rated "Very Much." For level of burnout, highly proficient teachers were rated "High" in terms of career satisfaction. However, both groups generally reported a "Low" level of burnout concerning perceived administrative support and coping with job-related stress. Regarding attitudes toward learners, most teachers reported a "Moderately High" level of burnout. A significant difference in job commitment was found between highly proficient and proficient elementary teachers. However, no significant differences were observed between the two groups in terms of self-efficacy and burnout. Furthermore, job commitment was significantly affected by teachers' self-efficacy, whereas burnout was not. Based on these findings, a development wellness program is proposed for adoption by schools to support teacher well-being and professional growth.
Co-Authors Edward Jimenez