Mediating Effects of Self-Efficacy on Coping Strategies to Teachers’ Competence and Work Commitment in Public Elementary School

Abstract

This study aimed to determine the self-efficacy as mediator of coping strategies teachers' competence, and work commitment of public elementary school teachers. The study employed descriptive-correlational approach which includes 127 out 200 teachers in San Francisco District, Division of San Pablo City during the School Year 2022-2023. A five-part survey questionnaire was utilized to determine and interpret the respondent's profile, coping strategies, self-efficacy, teachers' competence, and work commitment. The results revealed that there is a significant relationship between coping strategies to self-efficacy, teachers' competence, and work commitment. Also, there is a significant relationship between self-efficacy to teachers' competence, and work commitment. On the other hand, self-efficacy partially mediated the relationship between teachers' competence and work commitment. However, self-efficacy is fully mediated between coping strategies, and work commitment. As a result, the research hypotheses are not sustained.