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Chapter 1
INTRODUCTION
Rationale
In the United States of America, it was found out that students who are not
socially connected with their parents, and their friends, had low academic
performance and found to have low efficacy level (Valentine and Cooper, 2007).
These students were found to have difficulties in facing obstacles and failures. In
divulged that children developed insecurities due to low familial, peer, and social
support. Study revealed that students who have low self-efficacy struggle in
academics. This problem is compounded by the fact that students from poor families
are found out to have low efficacy and are also most likely to drop out of school
what is known as the self-system. This system plays a major role in how one
perceives situations and how one behaves in response to different situations. Self-
force for it develops a person’s belief in his or her ability to succeed in a particular
situation. (Cherry, 2019). It was also emphasized that self-efficacy have profound
out of their comfort zones. Most importantly, it builds students’ self-confidence which
enable them to manage their self-regulation and acquire academic success. In simple
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conducted by Yi-Chan and Mei-Ju (2013), the parenting practices and the way how
Along with this, the support of both teachers and parents may regulate children’s
emotion and build their confidence which will strengthen the academic efficacy of
students.
and Zimmerman (1990) indicated that students who develop strong academic and
self-regulatory self-efficacy beliefs are better able to manage their learning and to
resist the temptations and social pressures that can undermine their academic
occupational options in today’s competitive society while students who have a low
problem behaviors such as dropping out of school and school failure (Bandura, 1999;
Without a sufficient level of self-confidence a person will not have a courage to try
new things and will most likely settle for mediocrity. In his study conducted in the
Philippines, he found out that many students are afraid to try the unknown and
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untraveled frontiers because they have less self- efficacy thereby perform poorly in
mentioned that students at present are in the most critical situation where there is a
need to reform the educational system to improve and secure the future of the
students. To this, the surrounding force of the learners such as the family, the school
and the support that these forces exerted need an urgent look back to address the
but have not encountered any studies that these variables are being considered
understood when it is realized that learners who possess high levels of self-
efficacy are not intimidated. Students usually view challenges encountered when
carrying out complex tasks as opportunity for growth and mastery. When they are
faced with difficult situations, such as failures, they continue to persist until
temporal challenge that they would have to overcome (Akomolafe, Ogunmakin, &
Fasooto, 2015).
the local setting. It is in this context that the researcher is interested to determine
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concern to the intended beneficiaries of this study and possibly develop action
plans to improve teaching-learning process, thus, the need to conduct this study.
Research Objectives
The main thrust of this study was to determine the best fit model for
students’ self-efficacy. The specific objectives of the study were the following:
terms of:
1.6 friendships.
XI terms of:
2.1 classroom,
2.4 persistence.
5
terms of:
of:
Hypothesis
Region XI.
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2. There is no model that best fits the self-efficacy of students in Region XI.
Various readings from different books, theses, journals and internet of different
authors which have a bearing to the present study are presented in this section. The
Parenting practices has the following indicators: religious identity, love and
classroom, diversity values, personal, and persistence. (Mc Ghee, Lowell, & Lemire,
2007) while interpersonal support has the following indicators: tangible support,
1983; Malecki & Demaray, 2015). Meanwhile, students’ self-efficacy has the
following indicators: academic self- efficacy, social self- efficacy and emotional self-
Parenting Practices
Good parenting is being described by the students and parents in terms of the
characteristics of parents who are responsive, loving and involve their children, but
who are also firm and set clear boundaries (Horwarth, 2013). Along with this, he
identified six parenting practices that parents need to apply to their children to
develop their self-efficacy which this study considers as one of the variables and
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these are religious identity, love and discipline, family responsibilities, family values,
lasting through secondary school and beyond. Healthy, effective families possess
positive attitudes and behaviors toward their children which help them to succeed in
school and life. With parents being a child’s first and most important teacher, it seems
obvious that family will have a significant influence on the development of a child’s
motivation to learn. Parents get involve their selves for them to monitor their
comprehensive, deeply embedded cultural patterns that guide and are recreated by
cultural patterns, habits and skills are created and reinforced by differential parenting.
both boys and girls, white and black. She conceptualized her findings as a distinction
The first variable for parenting practices is religious identity. Many young
people are unable to articulate confidently how their faith informs the way they live.
While some might argue there has been an inadequate response to such a
spirituality others have suggested the Catholic Church has acted both globally and
prominent theme within the behavioral sciences for well over a century. This
samples, a range of mental and physical health outcomes, and both cross-
sectional and longitudinal designs. Many factors and processes have been
through which higher levels of religiosity can enhance mental and physical health
Meanwhile, social identity theory provides a theoretical basis for positing that
stronger religious social identity. The theory advances the idea that group
Another variable for parenting practices is love and discipline. Fay (2015)
revealed that many parents are struggling with high levels of stress and lack of
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certainty regarding how to support their children in the development of emotional and
behavioral health. Supporting these concerns is the growing frequency and intensity
All parents can agree that the purpose of child rearing and discipline is to help
a child become a successful, prosocial member of society. But the way a parent
a child is born on the globe, the cultural norms for parenting may be rooted in
traditions that go back thousands of years. However, the main reason of wanting
children grow to a better version is the love that parents have for them (Coleman,
2018).
children. But how they express the corrective guidance makes all the difference in
how a child receives it. When one has to confront a child, avoid blaming, criticizing, or
strive to nurture and encourage, even when disciplining a child. Making sure that they
know that although you want and expect better next time, parents need to let them
feel that there is love no matter what failures they may commit (Dowshen, 2015).
by Hazel (2014) in their recent study of 692 children grades 3, 6 and 9, they
were far less likely to succumb to stress-related mental illness and behavior problems
relationship is the single most powerful environmental factor affecting the life-long
adjustment of children.
Research found out that parents can strongly influence their child’s sexual behavior
(Thorton & Camburn, 2013). Parents’ marital status, their disapproval of and
discussion with teens about the standards of behavior and the social and moral
family. The sense of having a strong family unit reinforces a child’s sense of
belonging. What could be more important to a child than stability, knowing that his or
her family will always be there to support when things go pear shaped. Lack of this
family unit can lead to all sorts of problems, namely a lack of identity, which can often
lead to anxiety, depression and low self-worth in later life. But not to get too
downbeat, these problems can easily be avoided with reassurance. We must tell our
children often that we love them, and support them in all their endeavors. Doing so
will instill one of the most important family values into their consciousness (Hughes,
2018).
In another idea, it was stated that values learning has been a traditional
function of the family. Families introduce their children to their spiritual views. They
teach their children right from wrong and encourage them to follow the laws of the
land unless disobeying the law will benefit society. They teach their children that
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there are natural consequences to every action and that each person has the
freedom to make the right (or wrong) choice. They teach them the values of love,
Further, the values of individual families will always differ but there are moral
values that every family is meant to enjoy and benefit from in common. Overall, these
principles are standard principles built into the family institution; any one person who
neglects these moral practices inevitably brings on consequences which are liable to
affect all if left alone. Teaching and training plays a significant role in the life of all
humanity, basically everyone is programmed to learn all that they need to live in this
world, beginning from infancy. Each timely lesson is a carving tool that shapes a
generation for the better, anything that generate for the worst is usually by choice of
and coping with developmental tasks of that stage and even beyond. There are
strengthen the values and qualities that are shared by those relationship. It is also
friendship helps those involve in it to be able to adjust to life situations that might
be challenging. The reason is that it provides the psychological and physical back
Friendship can help people to understand the disjuncture between romantic ideals
couples think that they should be self-sufficient. They are more likely to depend
on each other for shared financial and emotional needs and are less likely to have
spontaneous interactions with friends and neighbors (Gerstel & Sarkisian, 2006).
more likely to interact with friends, neighbors, and extended kin more than
relation to child rearing (Hansen, 2004). Single and married parents spend less
time in informal leisure settings, such as hanging out with friends and neighbors
between family relationships and friendships were stronger and more pervasive in
Japan than in the United States. In the United States, there was some evidence
that having higher quality family relationships was associated with having higher
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quality friendships; in Japan, there was similar evidence for consistency in quality
were sometimes present in another. These findings extend into adulthood work
that has previously focused on family relationships and friendships of children and
all faculty, staff, and students. The need to have a positive classroom learning
environment where students feel a good learning climate should be developed (Mc
Ghee, Lowell and Lemire, 2007). To identify these learning needs, these researchers
evaluated the classroom, diversity values, personal and persistence among students
contexts, and cultures in which students learn. Since students may learn in a wide
has more limited and traditional connotations such as a room with rows of desks and
A study also revealed that the core business of schools is to provide students
with a rich learning environment that is open, respectful, caring and safe. This ideal
makes the school an exciting, stimulating and welcoming place. If we want our
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children to have sound and agile minds, we need to help them achieve sound and
agile bodies. To educate the whole child, though, schools must devote themselves to
more than the mind-body connection alone. They must attend to the emotional and
environment. Hannah (2013) revealed that the large amount of a child’s time is spent
sitting in a school classroom. This place is where they will learn the various skills
deemed necessary and proper for them to achieve success in the global society. The
classroom is where they will gain an understanding of their place in the world and the
gifts that they have to offer it. It is where the student develops what they want their
future to look like, as well as knowledge of the skills needed to reach that goal.
both teaching and learning. The physical atmosphere of the classroom can help
prevent behavior issues as well as promote and improve learning. The structuring of
the learning environment is essential for teachers and students. In fact, studies show
that the physical arrangement of the classroom can affect both student and teacher
behavior, and that a well-structured classroom management plan of design has the
your students will learn. This means that every square foot of it needs to be used for
activities that support learning. The spatial structure of the classroom; where students
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will be seated, how the students will move about the classroom, and the whole
structured to address the academic, social, and emotional needs of the students. The
physical arrangement of the classroom should also be reflective of the student body
and must be consistent with the needs of all learners (Wannarka, 2016).
Grubaugh and Houston (2013) indicated that students are diverse and those with
different can be paired with different cognitive abilities together. This will allow the
students that need help more individual attention, as well as provide an opportunity
for a student with higher academic performance to relearn the material by teaching it.
This will also promote leadership and cooperation amongst the students. Another
benefit will be that the teacher can instruct the class as a whole while knowing that
addressed at the beginning of the class and monitored throughout to make sure that
each student is doing what they should be taught. It can be easy for a student who
understands the material to become frustrated with one that does not. This is a good
opportunity for the teacher to educate the former student on the benefits of helping
others.
It was viewed that some people have opposed teaching about different
cultures, religions, and traditions in schools. They have not known that having
diversity in the classroom not only helps children learn and think differently, but also
prepares them for the real world and interacting with those of different cultures in the
workplace and in daily life. Children who grow up around those of other races,
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ethnicities, or cultures are usually very willing to embrace a new culture, a new
conversations about diversity can support mindfulness and tolerance in just about
Meanwhile, parents and teachers alike constantly strive to mold and shape
their kids into the best versions of themselves, prepared to take on the world with
understanding, empathy, and love. Encouraging students to talk about and embrace
diversity from a young age fosters those characteristics, and allows students to be
more successful in life, not just as a businessman or woman, but as a human being
element of any classroom for teaching students the importance of acknowledging and
accepting these differences which make each individual unique. This enable students
to open their mind and explore new possibilities, and have diversity and acceptance,
whether racial, ethnic, or other, become integrated into students’ daily lives (Kafle,
2013).
Moreover, personal was also used as indicator for the classroom management
environment. Higgins (2008) specified that the field of school learning environments
environmental and buildings design and ergonomics, to name but a few. It has been
necessary to merge these fields for this review and sometimes this has proved
personal relationships. The relationships with students start at the door when
teachers shake their hands and greet them with a smile (regardless of what
misbehaviors might have happened the day before). Those relationships are
strengthened, for example, when a teacher use a student’s name and actively praise
him or her. Those relationships are solidified when they spend individual time with
each student to get to know them and then use that knowledge to create personal
one related to classroom management which involves one’s personal self. Learning
and teaching cannot take place in a mismanaged classroom which solely depend on
environment and its physical structure under the laws in order to satisfy the
expectations of the educational system, the curriculum (of the lesson), the school, the
lesson, the teacher and of the students; constituting the rules, relation patterns and
learning environment. Ivankoba and Sheldon (2012) cited that knowledge and
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may help academic institutions better meet students’ needs, improve the quality of
their academic experiences, and increase their retention and school completion. This
is especially important today when institutions have to confront the growing problems
of revenue generation and increasing budget cuts and turn to education in distributed
suggests that students have many forces working both for and against them. The
same family, friends, job, childcare, and health issues that support students attending
class can, in a flash, become the very things that keep them from coming to school.
These positive and negative forces are defined as being outside of the control of the
In the same way, a study found out in his study that teacher persistence helps
regulation skills that support persistence, and by using evaluation practices that
Interpersonal Support
specific supportive behaviors from people in their social network, which enhances
their functioning or may buffer them from adverse outcome (Malecki & Demaray,
2012). This may include tangible, belonging, self-esteem and appraisal support
and these were considered as the indicators for the study (Cohen & Hoberman,
1983).
dimensional construct of social support and defined as that which improves the
welfare of the person who receives it, or that which helps the recipient see realistic
alternatives to a stressful situation, gain skills, and recognize that help and resources
are available from others (Federici, 2013). It is the offering of a material service, such
provided with instrumental resources and practical help (Malecki & Demaray, 2003;
Suldo et al., 2009). This may include teachers’ questioning, clarifying, correcting,
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chronic life strain is social support. It refers to the material and emotional resources
risk of a wide range of health outcomes including mental health (Kawachi, 2011),
physical health and mortality (Kawachi, 2011; Umberson & Mortez, 2010). The
several possible mechanisms. The perception that others can and will provide
necessary resources may redefine the potential for harm and prevent the situation
signals that others care for and value the distressed person, boosting his or her
The second indicator for interpersonal support is belonging support. Riegal &
Carlson, 2014 searched concerning the beneficial effects of social support and found
out that extensive scholars have well documented these benefits in different contexts.
Support from teachers and peers can have a profound influence on students’
success and well-being (Wang & Eccles, 2013). Interactions with teachers and peers
and relatedness using items that assessed their feeling of being accepted and
appreciated by the teachers. Such measures differ from other measures of social
support in that they do not ask students about teacher characteristics or what
teachers do. Rather, they evaluate how students feel when they are with their
Jones (2008) he further described the need for sense of belonging as humans need
support for the importance of belonging was echoed by Corey (2011) as he said that
only when we have a sense of belonging are we able to act with courage in facing
phenomenon that socially stigmatized groups have less certainty in terms of their
social bonds and are thus more sensitive to things that suggest belonging may be
difficult in certain environments such as academic settings. They cited research and
have significant impacts on mental and physical health (Walton & Cohen,2007).
The importance of belonging for children in school settings has been explored
more frequently than in adult and/or college populations. One such article that would
seemingly have some parallels to the experience of moving to college and trying to
adjust to a new environment was a study that looked on belonging in children from
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Somali that were brought to the US and placed in school (Kia-Keating & Ellis 2007).
This study, through the use of regression analysis, found that higher levels of sense
of school belonging was linked to lower depression and higher self-efficacy. Their
Teachers can help meet young adolescents’ basic and developmental needs and
Teachers may promote choice by allowing students to select tasks they perceive as
interesting, which fosters engagement and will develop their self-esteem (Assor &
Kaplan, 2011).
self-confidence. The standard account asserts that self-esteem can be high, low and
pressure, willingness to attempt new tasks and challenges, ability to handle positive
Consequently, it was emphasized that schools are social worlds with their own
basic social structure, one that can be more or less supportive of self-esteem
Gerhardt, 2009). Assuming that the social bases of self-esteem for school children
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are the same as those for adults, schools support and foster self-esteem just when
they do not shame or humiliate children undeservedly and make it possible for all to
In opposition to the above statement, it was also mentioned that many school
environments, like the social world described above, are not very supportive of self-
forming esteem groups that are markedly exclusive and hostile toward outsiders. For
children who find themselves on the outside, the experience can be very painful
Finally, it was affirmed that the social bases of self-esteem include esteem
groups. Relative to the classroom context, this implies that teachers are fostering
self-esteem so long as they make efforts to ensure that all children feel welcome and
safe, and can find an esteem group. Furthermore, it was mentioned that critiquing
students, a substantial achievement gap between the test scores of these students
relevant allows students to feel a sense of autonomy and control over their learning,
Support from family and friends have been found to reduce the impact of
support could help students cope with everyday life stressor and lighten the burden
of academic workload. Without enough support from family and friends, they would
This finding was supported when it was found that social support could act as
a protective factor that could decrease psychological problems among students such
as stress. The study also discovered that social support provides motivational
Finally, when children are being praised and given importance, they will feel
that they are supported. There are three dimensions of support provided by family
social skills, responsibility and competence, and impulse control and deterrence of
deviance which in turn lead to low level of psychological problems the students. This
support has also been found necessary for healthy level of development (Oswald &
Suss, 1994).
Self-Efficacy
level of self-efficacy and these can be identified through their academic self-efficacy,
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social self-efficacy and emotional self-efficacy (Chemers, Hu, & Garcia, 2010).
capability to produce designated levels of performance for events that affect their
lives, which determines how people feel, think, motivate themselves, and behave.
Beliefs may determine the outcome of a task more than capabilities, because belief
Yaw, Nalls, and Williams (2012) conducted a study on 165 undergraduate students
relationship between academic self-efficacy and exam performance than with class
participation.
students with high, medium, and low GPAs (Galyon et al., 2012). Additionally,
Robbins, Lauver, Le, Davis, Langley, and Carlstrom (2004) did a meta-analysis on
over 109 studies on psychosocial and study skill factors that affect GPA. They tested
academic subjects. If a student is confident in doing well in college, they are more
likely to succeed.
major factor in academic performance. Participants were first year college students
who were given surveys near the end of their first quarter and at the end of their last
quarter of the year. They used the Academic Self-Efficacy Scale to measure self-
efficacy. They found that students with high academic self-efficacy also had higher
grade point averages (GPAs). In addition, students with higher high school GPAs
(Lynch & Simpson, 2013). The development of social skills lays a critical foundation
for later academic achievement as well as work-related skills (McClelland & Morrison,
2003). These behaviors promote positive interaction with others and the environment.
solving.
areas can be large enough to give children the space they need to play together, but
small enough to provide an intimate setting for social interaction. For example, in the
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housekeeping center, low dividers enable adults to supervise children as they play
and learn. They also set clear boundaries to provide sufficient space for several
enjoyable, and they feel more efficacious (Goddard, Hoy, & Woolfolk Hoy, 2004).
educational setting, little attention has been paid to supporting students’ emotional
development, the current educational system appears to assume that students’ have
various factors that affect learning. There are studies that correlate parenting
students. He explained that parents have a high level of control and response
competent and successful and in accordance with their ability they expect. He
study conducted by Masud, Ahmad, and Jamil (2016), findings showed that with the
tested. Results of the study indicate that parenting practices have no significant
important attribute necessary for the psychological development of the students. Self-
self-efficacy of students. The analysis of variance indicated that all of the criterion
contributor of self- efficacy of students. The study of Kurt, Ekici and Gungor (2014),
students towards teaching process instrument was used. According to the results of
the study, self-efficacy perceptions of students towards teaching process was found
high and classroom management have a positive and medium leveled effect on self-
efficacy beliefs.
factor in developing of students’ self-efficacy. This single skill has heavily contributed
commonly a major concern of teachers. A study pointed out that there is significant
Furthermore, this study has also determined the link between interpersonal
support and self-efficacy of students. Holt (2013) studied the interpersonal support
doing their task and achieve better performance when support is being given by their
students. Students who reported higher levels of interpersonal support and self-
efficacy have higher levels of life satisfaction. Interpersonal support and stress
together accounted for 41 percent of the variance in life satisfaction ratings, with
social support providing the largest contribution. The findings have implications for
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self-efficacy. It was also noted that interpersonal support problem solving skills
The related literatures and studies provided most needed knowledge and
background for the subject under study specifically on the relationship among
constructs and domains and how these and their indicators affect one another. The
knowledge culled out from renowned scholars contributed with much understanding
questionnaire.
Theoretical Framework
this study, the influencing factors that contribute to the efficacy of students are the
students as they view their children as individuals who are competent and
classroom learning environment can foster negative and/or positive students’ self-
of the study, classroom learning environment has a positive and medium leveled
also pointed out that there is significant relationship between a sense of students’
association with self-efficacy. Students become more motivated in doing their task
and achieve better performance when support is being given by their parents,
teachers and friends (Holt, 2013). Further, students who reported higher levels of
Conceptual Framework
indicators namely: religious identity, love and discipline, family responsibilities, family
student affective attitude toward others and how they respond to rules implemented
their duties and responsibilities. Family values refers to the attitude that students
learn at home. Sexual relationships refers to the knowledge that students learn about
opposite sex, marriage and their gender. Friendships is how students make
students are being taught with necessary knowledge and skills. Diversity values
refers to the different perspective, beliefs and characters that students display in the
classroom. Personal refers to how students are being treated in school by their
teachers and classmates. Lastly, persistence refers to how students are being
motivated in the classroom for them to learn. The indicators were borrowed from the
(2007).
The third exogenous variable for this study is interpersonal support which has
Tangible support refers to the physical support given to students. Belonging support
means the advice and company vested on children in times they need comfort. Self-
esteem support refers to the feelings given to students when they accomplished
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something. Appraisal support is the help given to students when they solutions to
problems.
Finally, the fourth and latent exogenous variable is self-efficacy. It has three
emotional self-efficacy (Chemers, Hu, & Garcia, 2010). Academic self-efficacy refers
to how students gives attention and importance on their studies. Social self-efficacy
refers to their behaviors when they are in group or with other people. Emotional self-
efficacy refers to how they handle their feelings when they encounter challenges and
trials.
which teaching occurs or takes place, the interpersonal support which refers to
well as how much effort they will expend in given situations (Freudenberg, Cameron,
& Brimble, 2010). The results of the study will primarily determine whether the
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Further, this study will give benefits to some entities. The findings of the school
may help the Department of Education Official in identifying the factors that greatly
greater learning outcome. This will enable them to determine the best mechanisms
needed by the teachers in helping students succeed. On the other hand, schools
heads can benefit as well for being an overall look out of the school, they guide and
Further, the teachers as classroom managers and have direct contact with
parents may strengthen their help to the students by giving them adequate support
for them to learn the needed skills. Students who are the main purpose of this study
may gain from this research since their learning needs will be addressed and their
Definition of Terms
For better understanding of the terms used in this study, the following words
Parenting Practices. The term means the various ways used by parents in
rearing their children, as well as the effort that parents invest to nurture their children.
This can be manifested through their religious identity, love and discipline, family
responsibilities, family values, sexual relationships, and friendships which this study
consider as indicators.
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Interpersonal Support. The term in this study is used to refer the different
which increase students' overall confidence. This can be determined using tangible
successfully achieve a certain task or attain a specific goal of learning. This can be
identified through students’ academic self- efficacy, social self- efficacy and
Chapter 2
METHOD
In this chapter, the method and procedures employed in the conduct of the
study are presented herein. These were utilized to achieve the main focus of the
This section also presents and discusses the research design, research locale,
population and sample, the instruments and the data collection procedures as well as
Research Design
using the descriptive correlational method. In the generation of the best fit model,
structural equation model (SEM) was used. It used a quantitative research design in
the sense that the researcher employed measurement and observation to test the
(Creswell, 2003).
Quantitative design was suitable for this study since its objective was to
interpersonal support on self-efficacy. This design fits for the study since the
information which will be collected will serve as the source of data or information.
This means that the researcher cannot directly interact with the environment in which
she is studying in a way that would cause any changes related to the study. It is also
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the standard of this study to avoid any direct changes in the environment to achieve
Further, structural equation model was used to determine the best fit model.
This was used to provide a very general and convenient framework for statistical
study (Hox, 2013). Structural equation models are often visualized by a graphical
equations.
interest in SEM is often on theoretical constructs, which are represented by the latent
regression or path coefficients between the factors. The structural equation model
implies a structure for the covariance between the observed variables, which
provides the alternative name covariance structure modeling (Hox, 2013; Dolan,
1998).
Moreover, fitting a model to data means solving a set of equations which was
done in this study. On the one hand, there is the model with its parameters, whose
values are estimated. On the other hand, there are the sample statistics that we
usually assumed that the sample data follow a multivariate normal distribution, so
that the means and covariance matrix contain all the information. SEM software uses
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complex algorithms that maximize the fit of the model, taking all model restrictions
(fixed parameters, equality constraints) into account. The method most widely used
Modeling, the rule of the thumb was followed (Bentler, Yuan, & Wu, 2010) in which
the researcher used the correct sample per strata in quota sampling which is 10
(Changing Minds, 2012). As shown below, the schools in the 11 divisions in Region
XI were the subject of the study with a total number of 400 respondents.
The respondents of the study includes the teachers of the selected public
elementary school within Region XI. These teachers were chosen as respondents in
this study to find out the level of students’ efficacy as perceived by the teachers.
Several studies correlating self-efficacy with different domains had been conducted
among students themselves, but none was done using teachers as respondents, and
these teachers have direct contact with parents, students and learning environment.
. The researcher considers that they are the ones fit respondents for the study
as they can provide useful information which tested the hypothesis of this study.
Their day to day encounter with parents, co-teachers, students and personal
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experiences have served as their basis in determining their answers and perceptions
Excluded groups are students, parents, school heads and DepEd Officials.
The respondents can be withdrawn from the research study if he/she commits
falsification, plagiarism and other moral offenses or the respondents have health
conditions and special needs. Participants can withdraw from the research study at
time if they feel troubled or discomforted. If so, the participants should let the
researcher know that he/she wishes to withdraw. A participant may provide the
researcher with the reason(s) for leaving the study but is not required to provide their
reasons.
The respondents of the study is shown in Table 1. Davao City has the highest
number of respondents of 200 with the 50%. Tagum City has 40 respondents (10%).
Davao del Sur and Compostela Valley have the same number of respondents of 30
each (8%). Davao del Norte, Panabo City, Digos City, and Mati City have also the
same number of respondents with 20 each (5%). Island Garden City of Samal and
Davao Oriental have also the same number of respondents which is the lowest
among the respondents with 10 each (2%). Four hundred (400) teaching force of
selected public elementary schools were involved in the study and each of them has
Table 1
Compostela Valley 30 8%
Panabo City 20 5%
Digos City 20 5%
Mati City 20 5%
pronounced that quota sample of 10 per sub group is needed to avoid bias in
sampling. The 400 respondents involved in this study were taken from the eleven
divisions of Region XI through proportionate sampling with the number of school per
division as the reference point. Several studies and researches used 400
respondents as the minimum number of samples of the study (Asten, 2008) hence it
margin error is only 5% and the results of the study can be generalized to the target
situation (Omair (2014). On the contrary, some scholars argued that sample size
does not much depend on the population size, which is counter-intuitive to many
46
Research Locale
XI, Philippines. This was considered as the venue of the study since the researcher
would like to find out on a broader scope whether parenting practices, classroom
learning environment and interpersonal support correlates with the self- efficacy of
Region XI is one of the regions of the Philippines found at Southern part of the
Mindanao. The region covered five provinces namely Compostela Valley, Davao del
Norte, Davao del Sur, Davao Oriental, and Davao Occidental and the cities of Davao,
Digos, Panabo, Tagum, Samal, and Mati City. Further, it is a melting pot of many
cultural groups. Cebuanos, Boholanos, and Ilonggos are the majority groups. Others
Agtas. Smaller communities of Ilocanos, Tagalogs, Warays, and Bicolanos are also
found.
There are 1,632 public elementary schools within the region as a survey
revealed in 2018 and among these schools this study was implemented. In Figure 5,
is shown the location of the region as projected in the entire view of the country. The
figure presents the Map of Region XI which showed the different provinces wherein
this study was conducted. Only public elementary schools were considered in this
research.
47
PANABO CITY
IGACOS
DAVAO OCCIDENTAL
Research Instruments
In gathering the information needed for this study, the researcher made use of
adapted questionnaires which were modified to best suit the respondents, particularly
valid in contents for they have already been tested and proven by their respective
questionnaires were designed in a very comprehensive form with the help of the
expert validators to provide the respondents with ease and comfort in answering
each question and in understanding the objective of the study. However, hence the
questionnaire was modified to fit the local study, the reliability of the questionnaire
was tested through pilot testing with an average Cronbach Alpha of .919 as shown in
normally ranges between 0 and 1. However, there is actually no lower limit to the
coefficient. The closer Cronbach’s alpha coefficient is to 1.0 the greater the internal
consistency of the items in the scale. On the other hand, George and Mallery (2003)
provided the following rules of thumb: Cronbach’s Alpha > .9 – Excellent; Cronbach’s
Alpha > .8 – Good; Cronbach’s Alpha > .7 – Acceptable; Cronbach’s Alpha > .6 –
Unacceptable. While increasing the value of alpha is partially dependent upon the
number of items in the scale, it should be noted that this has diminishing returns. It
should also be noted that an alpha of .9 which was achieved in this study is probably
Table 2.
report Cronbach’s alpha coefficient for internal consistency reliability for any scales
or subscales one may be using. The analysis of the data then must use these
summated scales or subscales and not individual items. Cronbach’s alpha does not
The first part of the questionnaire deals with parenting practices adopted from
Horwarth (2008) with indicators such as religious identity, love and discipline, family
been modified to meet the purpose of the study. The 30 item statement questions
were used to generate information about the parenting practices and this used the
environment which was determine using classroom, diversity values, personal, and
persistence (McGhee, 2003). The 20-item statements used the scale and descriptive
In the same way, interpersonal support scale was being adopted from (Cohen,
being subdivided into the following indicators: tangible support, belonging support,
This used the following scale and descriptive equivalent in answering the
Self-efficacy was also being considered as another domain of the study. The
scale was adopted from Bandura (2003) who considered academic self- efficacy,
social self- efficacy and emotional self- efficacy as its indicators. The following rating
This five-point Likert scale was used for the research variables. The Likert
items concerning an attitude, object and stimulus. It is common to treat the number
Model thru Analysis of Moment Structure (AMOS) which was used in order to identify
the best fit model, all the values of the given indices must fall with each criterion as
shown in Table 3.
Data Collection
In conducting this study, the following steps were followed to achieve its
purpose. First, the researcher asked permission to conduct the study by sending a
52
Table 3.
(CMIN/DF)
study. The approved letter was forwarded to all District Supervisors concerned with a
the teachers. This was quite difficult because she needed to adjust to the time
availability of the teachers in conducting the study in order not to interfere with class
hours. In cases that respondents were not available, the researcher went back to the
school to conduct the study and waited for the teachers to finish answering the
questionnaires. Lastly, the researcher retrieved the questionnaire after the conduct.
53
The responses of the filled-up instruments were tabulated in a manner that would
easy for the researcher to sort the data ready for analysis. Then, it was analyzed and
The study was conducted from November 2018 to March 2019, which gave
enough time for the researcher distribute her questionnaires to the different schools
within the region. With the recommendation of the University of Mindanao, through its
Dean of Graduate Study, being a post graduate student, the researcher was hereby
Statistical Tools
The following statistical tools were used to tally, tabulate and analyze the data
gathered:
Mean. This tool was used to determine the level of parenting practices,
Ethical Considerations
There are considerable ethical issues and concerns that had specific
ramifications for this quantitative inquest. Such issues and concerns may arise
54
primarily from the methodology involved in this study. The ethical contests that were
pertinent to this research concern the issues of the right to conduct the study,
The researcher observed and followed full ethical standards in the conduct of
the study following the study protocol assessments and standardized criteria
particularly in managing the population and data such as, but not limited to.
were given the free-will to participate without any form of consequences or penalty or
loss of benefits. Therefore, after the purpose and the benefits of the study will be
described and presented to the participating school. Then, the rights of the
adhered upon.
Privacy and Confidentiality. The researcher kept private and with utmost
study.
technical terms that make it easier to the respondents to understand. It gives the
respondents a clear view of the benefits they may get after the conduct of this study.
The research questionnaire was administered with the consent of the division
the questionnaires was administered, and the manner of respondents involved in the
study.
Risks. The study did not involve in high risks of situations that the respondents
Benefits. The study gives teachers and students relevant information to boost
and enhance study skills and habits and eventually improves teachers’ performance
in school. This may help school administrators strengthen their help to teachers by
someone else’s work at his own. The study undergone plagiarism detector like Turn-it
Software.
what has been done. No making up of data and results, or purposefully putting
exaggeration.
Conflict of Interest (COI). The study had no trace of conflict of interest like for
Deceit. The study had no trace of misleading the respondents to any potential.
content revisions due to recommendations made by her adviser. The study also
followed the standards of the University of Mindanao Ethics Review Committee for
the guidelines of ethical consideration. After their approval, the study undergone pilot
testing and the data collected were interpreted for the consistency of the research
questionnaire.
57
Chapter 3
RESULTS
Presented in this chapter are the data gathered in this study and its
comprehensive discussion, interpretation and implication of the findings. The first part
environment, the level of interpersonal support and the level of self- efficacy.
students and the third part presents the different structural models on self-efficacy of
indicators, namely: religious identity, love and discipline, family responsibilities, family
values, sexual relationships and friendships. Each of these describes how parents
get involved in educating their children. The six indicators of parenting practices
generated an overall mean rating of 4.22 or very high. This meant that generally, the
The indicator with the highest mean rating is religious identity with a rating of
4.35 or very high, which indicates that parents want their children to become good
followers of God. Students believe that learning about religion is very important for
their children. Further, sexual relationships and friendships have mean ratings of 4.30
or very high, love and discipline has mean rating of 4.17 or high and family
58
Table 4
responsibilities had a mean rating of 4.11 or high. On the other hand, the lowest
indicator though still high is family values with a mean rating of 4.08 or high. This
implied that parents are not so tight in implementing rules within the family. They are
To understand the facets which gave meaning to the very high result of
parenting practices, the items which give contribution to the very high level are:
parents motivate their children to follow God, want their children to save having sex
for marriage and give precautions to their children in going out with boys/girls.
Parents are aware that parenthood is a great responsibility and this involves the
duties of teaching children to have faith in God and live the will of God.
59
with the indicators classroom, diversity values, personal and persistence which have
an overall mean rating of 4.40 or very high. This meant that the classroom learning
environment is always observed. The result showed that the indicator classroom has
the highest mean among the four indicators of classroom learning environment while
diversity values has the lowest albeit still very high with a mean rating of 4.35. Other
indicators contributing to the very high level of classroom learning environment were
persistence with a mean rating of 4.37 or very high and diversity values with mean
rating of 4.35 or very high. It could be noted from the results that students as
perceived by the teachers consider the classroom as the core component of powerful
and fruitful instructional process. This, they encourage and motivate learners in going
to school and want them to feel protected and contented in their stay in classroom.
provides an environment for free and open expression of ideas and having a physical
environment which is comfortable and accessible for all students had the highest
which contribute on the result of the study. This meant that students want an inviting
students and where they can feely express their ideas towards better learning.
they can feel that they are being given importance inside the school.
60
Table 5
rating of 4.06 or described as high with a standard deviation of 0.560. This meant
This indicated that teachers are very supportive towards the acquisition of learning of
their students. They are making different initiatives just to motivate their students in
learning.
It could be viewed from the findings that the indicator with the highest mean
rating of 4.25 or very high was tangible support. In reverse, the indicator with the
lowest mean rating of 3.88 or described though still described as high was –
appraisal support. On the other hand, belonging support had a mean rating of 3.99 or
high and self-esteem support had a mean rating of 4.14 or described as high. This
further emphasized that teachers are always there to help when students need some
assistance.
61
Table 6
The high level of interpersonal support in Region XI is due to the very high
level of the items giving help to students when they need to fix something, are being
cared when they get sick and students are being assisted by parents when they get
trouble finishing a project. These practices contribute to the idea that students are
being provided with instrumental resources and practical help for them to love and
enjoy learning. They are given with action-facilitating support to let them feel that they
interpreted based on the statistical results of the following indicators: academic self-
efficacy, social self-efficacy and emotional self-efficacy. It is reflected in the table that
self-efficacy had an overall mean rating of 3.98 or high. Analyzing further, academic
Table 7
Level of Self-Efficacy
In contrast, emotional self-efficacy received the lowest mean score of 3.82 still high.
teachers are the items getting well with teachers and being helped when they get
stuck on school work, getting well with their studies even if there are other interesting
things to do and being able to become friends with others. These practices therefore
identified that building self-efficacy among students could mean building their
confidence to love and engage in learning which can become contributory to their
The data shown in Table 8 showed the correlation of parenting services and
self-efficacy of students. It can be perceived from the results that there was a
63
Table 8
Significance on the Relationship between Levels of Parenting Practices and Self-
Efficacy of Students
Self-Efficacy
Parenting
Practices Academic Social Self- Emotional Overall Self-
Self-Efficacy Efficacy Self-Efficacy Efficacy
Religious 0.431* 0.391* 0.320* 0.491*
Identity (0.000) (0.000) (0.000) (0.000)
Love and 0.235* 0.363* 0.408* 0.448*
Discipline (0.000) (0.000) (0.000) (0.000)
Family 0.086 0.349* 0.435* 0.397*
Responsibilities (0.086) (0.000) (0.000) (0.000)
Family Values 0.103* 0.411* 0.588* 0.508*
(0.039) (0.0000 (0.000) (0.000)
Sexual 0.343* 0.289* 0.199* 0.353*
Relationships (0.000) (0.000) (0.000) (0.000)
Friendships 0.161* 0.324* 0.341* 0.368*
(0.001) (0.000) (0.000) (0.000)
Overall
0.296* 0.491* 0.542* 0.592*
Parenting
(0.000) (0.000) (0.000) (0.000)
Practices
*Significant at 0.05 significance level.
of students as reflected in the table, the P-value that was less than 0.05 and the r-
value = 0.592.The null hypothesis, that there was no significant relationship between
parenting practices and self-efficacy of students is therefore rejected. This meant that
Particularly, the data revealed that when the indicators of parenting practices
were correlated with overall self-efficacy, P-values were less than 0.05 and
correlation coefficient is 0.491 for religious identity, 0.448 for love and discipline,
64
0.397 for family responsibility, 0.508 for family values, 0.353 for sexual relationships
practices, results indicated that P-values were all less than 0.05 and the overall
correlation coefficient value is 0.296 for academic self-efficacy, 0.491 for social self-
efficacy, and 0.542 for emotional self-efficacy. This showed that parenting practices
coefficient of 0.426 and P-value of less than 0.05. This meant that the higher the
classroom learning environment, the higher the self-efficacy of students. Thus, the
null hypothesis that there was no significant relationship between classroom learning
environment and self-efficacy of students was rejected. The findings revealed that the
indicators for classroom learning environment were positively correlated with overall
self-efficacy of students, since the P-value is less than 0.05, and the overall r - value
is .345 for classroom, 0.411 for diversity values, 0.296 for personal and 0.320 for
persistence.
with overall classroom learning environment, P-values were all less than 0.05 and the
overall r- value is 0.245 for academic self-efficacy, 0.390 for social self-efficacy and
65
Table 9
Significance on the Relationship between Levels of Classroom Learning Environment
and Self-Efficacy of Students
Classroom Self-Efficacy
Learning
Environment Academic Social Self- Emotional Overall Self-
Self-Efficacy Efficacy Self-Efficacy Efficacy
Classroom 0.274* 0.295* 0.232* 0.345*
(0.000) (0.000) (0.000) (0.000)
Diversity Values 0.349* 0.373* 0.242* 0.411*
(0.000) (0.000) (0.000) (0.000)
Personal 0.150* 0.281* 0.242* 0.296*
(0.003) (0.000) (0.000) (0.000)
Persistence 0.062 0.300* 0.342* 0.320*
(0.217) (0.000) (0.000) (0.000)
Overall
Classroom 0.245* 0.390* 0.339* 0.426*
Learning (0.000) (0.000) (0.000) (0.000)
Environment
*Significant at 0.05 significance level.
0.339 for emotional self-efficacy. This implied that students as perceived by the
classroom environment. In the same way, students learn better if they are in a good
support and self-efficacy of students with an overall P-value less than 0.05 and r
Table 10
Significance on the Relationship between Levels of Interpersonal Support and Self-
Efficacy
Self-Efficacy
Interpersonal
Support Academic Social Self- Emotional Overall Self-
Self-Efficacy Efficacy Self-Efficacy Efficacy
Tangible 0.195* 0.295* 0.371* 0.386*
Support (0.000) (0.000) (0.000) (0.000)
Belonging 0.288* 0.275* 0.234* 0.344*
Support (0.000) (0.000) (0.000) (0.000)
Self-Esteem 0.224* 0.351* 0.365* 0.416*
Support (0.000) (0.000) (0.000) (0.000)
Appraisal 0.248* 0.442* 0.497* 0.530*
Support (0.000) (0.000) (0.000) (0.000)
Overall
0.318* 0.456* 0.489* 0.559*
Interpersonal
(0.000) (0.000) (0.000) (0.000)
Support
*Significant at 0.05 significance level.
greatly affected their self-efficacy. Thus, the null hypothesis that there was significant
The findings suggested that in order to boost the self-efficacy of students in doing
correlated to overall self-efficacy of students, all its indicators have P-values of less
than 0.05 and the overall correlation coefficient is 0.386 for tangible support, 0.344
for belonging support, 0.416 for self-esteem support, and 0.530 for appraisal support.
This showed a strong positive correlation. This meant that students need some
support for them to become motivated in teaching. The support also enhances their
positively correlated with overall interpersonal support, since the P –value is less than
0.05 and the overall r-value is .318 for academic self-efficacy, .456 for social self-
efficacy and .489 for emotional self-efficacy. Hence the two variables were positively
associated. This meant that students who received higher interpersonal support will
efficacy of students. There are four alternative models tested to achieve the best fit
decomposed into two sub models which are measurement model and structural
model. The measurement model represents the measure loads on each factor to
their latent constructs while the structural model defines relations among the latent
variables. Moreover, the assessment of fit was used as baseline for accepting and
rejecting the model. As a rule, the researcher establishes the relationship of the
causality relationship of the latent variable toward the different latent variables.
variables. The moment that structured model exhibits with suitable fit, it underscores
the model. The model parameter estimates entail the magnitude and direction of the
model considers only the direct effects of parenting practices, classroom learning
Index (CF)I=.782, Normed Fit Index (NFI)=.756, Tucker-Lewis Index (TLI)=.740 and
Root Means Square of Error Approximation (RMEA) =.0.122 which did not reach the
in Table 12, the model was found a poor fit as reflected by the CMNI/DF=5.121 with
its P-close = 0.000, GFI= .924, CFI= .891, NFI= .869, TLI= .863, and RMSEA=.102
did not reach the criteria and hence indicate a very poor fit.
efficacy of students. Model 4 was found to have indices that consistently show a very
good fit to the data as indicated by CMIN/DF=0.914 with its P-value=.902 and
RMSEA=.000 and indices such as GFI, CFI, NFI, and TLI all greater than 0.95. All of
these falls within each criterion. Hence, this is the best fit model.
Thus, the finding suggests that the self-efficacy of teachers is best anchored to the
sub-constructs namely classroom and diversity values. Further, this indicates that
students become more confident in teaching when they see positive parenting
practices given to them and they belong to positive classroom learning environment.
70
CLASSROOM –Classroom
DV –Diversity Values
PERSONAL –Personal
PERSIST –Persistent
CLE –Classroom Learning Environment
TS –Tangible Support
BS –Belonging Support
SE –Self-Esteem
AS –Appraisal Support
Table 11
Goodness of Fit Measures of Structural Model 1
0.000
P-Close > 0.05
6.909
CMIN/DF 0 < value < 2
0.783
GFI > 0.95
0.782
CFI > 0.95
0.756
NFI > 0.95
0.740
TLI > 0.95
0.122
RMSEA < 0.05
Legend:
CLASSROOM –Classroom
DV –Diversity Values
PERSONAL –Personal
PERSIST –Persistent
CLE –Classroom Learning Environment
TS –Tangible Support
BS –Belonging Support
SE –Self-Esteem
AS –Appraisal Support
Table 12
Goodness of Fit Measures of Structural Model 2
0.000
P-Close > 0.05
5.121
CMIN/DF 0 < value < 2
0.924
GFI > 0.95
0.891
CFI > 0.95
0.869
NFI > 0.95
0.863
TLI > 0.95
0.102
RMSEA < 0.05
Legend:
CLASSROOM –Classroom
DV –Diversity Values
PERSONAL –Personal
PERSIST –Persistent
CLE –Classroom Learning Environment
TS –Tangible Support
BS –Belonging Support
SE –Self-Esteem
AS –Appraisal Support
Table 13
Goodness of Fit Measures of Structural Model 3
0.000
P-Close > 0.05
5.373
CMIN/DF 0 < value < 2
0.951
GFI > 0.95
0.916
CFI > 0.95
0.901
NFI > 0.95
0.843
TLI > 0.95
0.105
RMSEA < 0.05
Legend:
IL –Individual Learning
TL –Team Learning
INSTLEAR – Institutional Learning
OL –Organizational Learning
PS –Performance Scale
QP –Quality Performance
WS –Work Speed
KMP –Knowledge Management Performance
77
Table 14
0.902
P-Close > 0.05
0.914
CMIN/DF 0 < value < 2
0.995
GFI > 0.95
1.000
CFI > 0.95
0.988
NFI > 0.95
1.002
TLI > 0.95
0.000
RMSEA < 0.05
Legend:
Chapter 4
DISCUSSION
with supporting principles, concepts, ideas and theories which helped to formulate
The level of parenting is very high. This was due to the very high level of its
three indictors namely: religious identity, sexual relationships and friendships. The
three statements with the highest means which contributed to the very high level of
parenting practices are: motivate their children to follow God, wanting their children to
save having sex for marriage, giving precautions to their children in going out with
The very high level result of parenting practices among the respondents is
congruent to the idea that parents are the primary influence on a child’s interest to
learn. Healthy, effective families possess positive attitudes and behaviors which help
students succeed in school and life. With parents being a child’s first and most
79
important teacher, it seems obvious that family has a significant influence on the
Parallel to this, one of the most important parenting practices being manifested
is the building up of religious identity among children in which they want to influence
them to uphold some religious practices and mold their spiritual lives according to
their faith (McCarty, 2013). This is because the parents want their children to grow
according to the will of God where good values in life are being adhered.
As part of parenting obligation, the result has also bearing on Thorton and
Camburn (2013) ideas that parents can strongly influence their child’s sexual
behavior. Their marital status, their disapproval of and discussion with teens about
the standards of behavior and the social and moral consequence of teen sexual
activity as well as parental monitoring all appear to impact their teens’ decisions to
contribute to the very high level of classroom learning environment are the very high
level of all its indicators namely: classroom, diversity values, personal and
persistence.
The three highest statements for classroom learning environment which are
having a teacher who encourages mutual respect among all students, classroom
providing an environment for free and open expression of ideas and having a
The findings of the study implied the need to have a positive classroom
developed (Mc Ghee, Lowell and Lemire, 2007). This is also in conformance with
what Severson (2007) stressed that learning environment is the diverse physical
locations, contexts, and cultures in which students learn in a wide variety of settings,
such as outside-of-school locations and outdoor environments, the term is often used
Therefore, since the large amount of a child’s time is spent sitting in a school
they will learn the various skills deemed necessary and proper for them to achieve
success in the global society. The classroom is where they will gain an understanding
of their place in the world and the gifts that they have to offer it. It is where the
student develops what they want their future to look like, as well as knowledge of the
The level of interpersonal support is high. Findings of the study revealed that
out of the three indicators, the highest is tangible support with a descriptive rating of
very high and the lowest is appraisal support which has a high descriptive rating. This
implied that students consider the importance of giving a helping hand to those who
are in need. They are feel happy when somebody takes effort in helping them in their
needs.
81
giving help to students when they need to fix things, are being happy with their
accomplishments and are being cared whenever they get sick. This finding is on
Wiium, Wilhelmsen & Wold, 2010) who pointed out that students want to improve
their performance to give the best in school. They also look on realistic alternatives to
a stressful situation, gain skills, and recognize that help and resources are available
from others. They appreciate the offering of a material service, such as financial
Additionally, the very high level of interpersonal support from family and
friends have been found to reduce the impact of psychological problems among
students (Calvete & Connor-Smith, 2016). Social support could help students to cope
with everyday life stressor and lighten the burden of academic workload. Without
enough support from family and friends, they would be in trouble and are vulnerable
level findings of self -efficacy of students are the three indicators with high result and
these are: academic self-efficacy, social self-efficacy and emotional self-efficacy. This
result emphasized that teachers perceived that their students are very much concern
about their studies and that they are making some initiatives to improve their learning
The three statements with the highest means which greatly affect the high
result are: getting well with teachers and being helped when students stuck on school
works, getting well with their studies even if there are other interesting things to do
and being able to become with friends with others. This result has bearing on the
ideas of Chemers, Hu, and Garcia (2015) who related that the contributing factor to
success among students is their individual’s level of self-efficacy and these can be
identified through their academic self-efficacy, social self-efficacy and emotional self-
Galyon, Blondin, Yaw, Nalls, and Williams (2012) academic self-efficacy has a strong
Chemers, Hu, and Garcia (2015) who gave a specific view that in the context of
a student is confident in doing well in school, they are more likely to succeed in life.
efficacy of students as reflected in the results of the study. These findings are aligned
with the result of the study of Taran, Kalantari, Dahaghin and Abhari (2015) who
practices and self-efficacy of students as it was found out that the family influence is
one of the most effective and the most influential factor in the character of
83
students. For this reason, the family situation should also be considered both in
findings of Ahmadian (2015) and Shaw (2017) that the early efficiency
competence. If the parents provide rich physical environment for their children
and give them freedom of movement to explore the environment, they will
educate their children such that they will have good cognitive-social position.
The result is also supported by the finding of the study of Tam, Chong, and
Kho (2017) who found out that authoritative parenting style is highly associated
Bandura’s Self- Efficacy Theory which focused that self-efficacy relates to the
The result actually supported the concepts of Tan and Chen (2017) who
pointed out that classroom learning environment refers to the personal, educational,
84
maintaining the classroom learning environment and that they need to be equipped in
order to perform their duty excellently. It was emphasized that environment and
individuals are in direct relation with each other and it is not possible to consider them
teachers and students’ self-image, their confidence, the learning, and the attitudes
includes a wide scope of educational concepts like the physical setting, the
efficacy of students as manifested by the findings of the study. The result supports
the contention of Garcia-Ros, Fuentes and Fernandez (2015) who specified the
association to self-efficacy. They also found out that the three self-efficacy constructs
Anent to the above, Grayson and Alvarez (2008) found that teachers who
succeed when they receive a positive interpersonal support and are more likely to
stay motivated and enthusiastic in their teaching job and enjoy their work. They find
confidence in performing their task and happy working with others. In line with this,
through which teachers feel that their hard work is rewarded and valued by students.
In line with the above findings, the Interpersonal Theory (Horowitz and Strack
2010) has also bearing on the study. Interpersonal theory provides a framework for
describing interpersonal relationships and processes. This theory posits that two
independent dimensions, which have consistently been found in research, are both
two meta-labels for these dimensions are agency and communion. The agency
dimension concerns social influence and control and ranges from dominance to
submissiveness which can be seen within the interpersonal support while communion
The model that satisfied the criteria for best fit model was Hypothesized Model
4. This showed the importance that two factors of parenting practices, two factors of
religious identity and sexual relationships have direct association with self-efficacy of
classroom and diversity values have direct association with self-efficacy of teachers.
The best fit model showed that the two indicators for parenting practices and two
86
indicators for classroom learning environment have strong association with the two
support and self-efficacy of teachers. The best fit model utilized the proposition of
Taran, Kalantari, Dahaghin and Abhari (2015) who emphasized the relationship
between parenting practices and self-efficacy. Further, the current study considered
which include both the parents’ practices and classroom learning environment which
may affect performance in teaching. For this reason in the new model, parenting
Parallel to this, the outcomes of this study is geared towards the proposition of
Tan and Chen (2017) who pointed out that self-efficacy of students are being
affected by the learning environment which refers to the personal, educational, social,
environment which is composed of both the community where parents belong and
school where classroom learning environment belong and in direct relation with each
other and have association with self-efficacy of students. In schools, the quality of
learning process, and the attitudes they have towards teaching. In particular,
components.
Conclusion
thoroughness of this research because the analysis goes through the steps of model
specification, model estimation and model evaluation. Results revealed that the level
Very High; the level of Interpersonal Support is High; the level of Self-Efficacy of
students and interpersonal support and self-efficacy of students. Among the four
explored structural models, only model 4 had indices that consistently indicated an
outstanding fit to the data; therefore, it is identified as the best fitting structural model.
This model indicates that parenting practices and classroom learning environment
may have been postulated and evaluated by other studies to manifest self-efficacy of
manifest more protractedly in the respondents were not among those included in this
study. The model fit for self-efficacy of students in this study is strongly associated
with the proposition of Claiborne (2011) who found out an empirical linkages that
efficacy. The result showed how important the learning environment and the
experiences they gained from their parents in developing their self-efficacy. From this
organizing, regulating and reflecting which both influenced the self-efficacy (Schunk
Recommendation
The findings of the study showed a very high level of parenting practices, high
level of school climate, very high level of classroom learning environment, high level
of interpersonal support and high level of self-efficacy of students. From this result, it
was identified that the indicator family values in parenting practices has the lowest
mean. Although high, this indicates that there are still problems in the formation of
values among parents. This needs concern and should be addressed by conducting
another study that will only focus on the factors affecting the formation of family
values. This future study can be a qualitative one in order to explore ideas affecting
the lowest albeit very high. The indicator diversity values got the lowest mean which
The school and administration may initiate activities and programs that will cater
different cultures, different perspective and different attitudes and behaviors. These
initiatives may be conducted not only to address individual differences but to monitor
and assessed the learning styles and learning needs of students. Identifying
differences can help students acquire knowledge and skills, facilitate the
89
learning.
In the level of interpersonal support, appraisal support has the lowest mean
recognize good work when one see it and offer timely recognition in the way that
PP_CLE_SELFeffica Model 4 which was identified as best fit model of this study
which showed that parenting practices and self-efficacy have been found to have
efficacy of students. To this, parent may help students improve their self-efficacy by
The analysis of variance indicated that all of the criterion measures of self-
the self-efficacy of students. School heads need also to motivate teachers in shaping
the classroom learning environment and one of their most important tasks is to create
a school environment that enhances and sustains students’ motivation and engages
related to the self-efficacy of students which will then serve as the basis in
90
determining specific factors that both affect work performance of teachers and school
performance of students.
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APPENDICES
94
APPENDIX A
Letter to Conduct the Study and Endorsement
95
APPENDIX B
Letter to the Validators
96
APPENDIX C
Validation Sheet
97
APPENDIX D
Research Instrument
98
APPENDIX E
Statistical Table
99
Table 1.1
Table 1.2
Table 1.3
Table 1.4
100
Table 1.5
Table 1.6
Table 2.1
101
Table 2.2
Table 2.3
102
Table 2.4
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Table 4.1
Table 4.2
Table 4.3
Table 13
Estimate
ESE .491
SSE .415
ASE .139
AS .547
SE .612
BS .192
TS .391
PERSIST .643
PERSONAL .694
DV .294
CLASSROOM .460
FRIEND .479
SR .250
FV .470
FR .485
LD .561
RI .360
107
Table 14
Table 16
Estimate
ESE .435
SSE .603
ASE .225
BS .166
TS .366
DV .586
CLASSROOM .509
FRIEND .350
SR .423
RI .563
109
Table 17
Table 19
Estimate
ESE .203
ASE .286
BS .199
TS .424
DV .610
CLASSROOM .497
SR .432
RI .633
111
Table 20
Chi-square = 80.590
Degrees of freedom = 15
Probability level = .000
112
Table22
Estimate
QP .759
PS .880
ER .641
KMSTRAT .614
TL .789
IL .749
IM .787
II .825
113
Table 23
Chi-square = 6.401
Degrees of freedom = 7
Probability level = .494
114
APPENDIX F
Hypothesized Models
115
CLASSROOM –Classroom
DV –Diversity Values
PERSONAL –Personal
PERSIST –Persistent
CLE –Classroom Learning Environment
TS –Tangible Support
BS –Belonging Support
SE –Self-Esteem
AS –Appraisal Support
CLASSROOM –Classroom
DV –Diversity Values
PERSONAL –Personal
PERSIST –Persistent
CLE –Classroom Learning Environment
TS –Tangible Support
BS –Belonging Support
SE –Self-Esteem
AS –Appraisal Support
CLASSROOM –Classroom
DV –Diversity Values
PERSONAL –Personal
PERSIST –Persistent
CLE –Classroom Learning Environment
TS –Tangible Support
BS –Belonging Support
SE –Self-Esteem
AS –Appraisal Support
IL –Individual Learning
TL –Team Learning
INSTLEAR – Institutional Learning
OL –Organizational Learning
PS –Performance Scale
QP –Quality Performance
WS –Work Speed
KMP –Knowledge Management Performance
119
APPENDIX G
Ethics Compliance Certificate
120
APPENDIX H
Certification of Public Forum
121
APPENDIX I
APPENDIX J
Turnitin (plagiarism Checker) Result
123
CURRICULUM VITAE
124
CURRICULUM VITAE
I. PERSONAL DATA
Height : 5’3”
Weight : 53 kilos
III. ELIGIBILITY
V. SCHOOL INVOLVEMENT