Factors Influencing Teacher Efficacy in a Public Laboratory School: Examining the Roles of Experience, Professional Engagement, School Culture, and Burnout

Rufo Gil Albor; Inero Ancho; Abriel  Bulasag; Ma. Grechelle Lyn Perez; Daisy Pelegrina; Phrygian Almeda

doi:10.35719/jptpd.v2i1.968

Authors

Rufo Gil Albor Department of Human and Family Development Studies, College of Human Ecology, University of the Philippines Los Baños https://orcid.org/0000-0001-9018-5261
Inero Ancho Department of Human and Family Development Studies, College of Human Ecology, University of the Philippines Los Baños https://orcid.org/0000-0003-3893-037X
Abriel Bulasag University of the Philippines Rural High School, College of Arts and Sciences, University of the Philippines Los Baños https://orcid.org/0000-0002-6561-4228
Ma. Grechelle Lyn Perez University of the Philippines Rural High School, College of Arts and Sciences, University of the Philippines Los Baños https://orcid.org/0000-0001-7822-0124
Daisy Pelegrina Department of Human and Family Development Studies, College of Human Ecology, University of the Philippines Los Baños
Phrygian Almeda Department of Human and Family Development Studies, College of Human Ecology, University of the Philippines Los Baños

DOI:

https://doi.org/10.35719/jptpd.v2i1.968

Keywords:

Teacher Efficacy, School Culture, Burnout, Professional Engagement, Public Laboratory School, Faculty Development

Abstract

Teacher efficacy is a critical determinant of instructional effectiveness and student outcomes, particularly in laboratory schools that serve as training hubs for educators. This study examines the factors influencing teacher efficacy in a public laboratory school, focusing on experience, professional engagement, school culture, and burnout. Using a survey research design, data were collected from 36 faculty members through structured questionnaires measuring teacher efficacy, school culture, and burnout levels. Pearson correlation and regression analysis were employed to assess the relationships among key variables. Findings indicate that perceived school culture has a significant, positive, moderate correlation with teacher efficacy, explaining 44% of its variance. Conversely, teacher burnout exhibits a significant, negative, moderate correlation with teacher efficacy, accounting for 18% of its variance. In contrast, teacher efficacy showed no significant correlation with length of service, educational attainment, research engagement, or extension involvement. These results suggest that institutional factors such as school culture and workload management play a more crucial role in shaping teacher efficacy than individual professional attributes. The study highlights the need for policies that foster a supportive school environment, reduce burnout risk, and integrate professional development initiatives to enhance teacher confidence and effectiveness.

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