Abstract

This study explores the self-efficacy of teachers at Isabela State University, Echague Campus, focusing on their abilities in instruction, motivation, and classroom management. Using a quantitative descriptive correlational design, data were collected from 36 faculty members through the Teachers’ Sense of Efficacy Scale (TSES). The results show that teachers have a high level of self-efficacy in all areas, especially in adapting instructional strategies and managing classroom behavior. However, some difficulties were noted in addressing the needs of low-performing and challenging students. Demographic factors such as age, sex, and years of service had little impact on self-efficacy, with only minor correlations found. Overall, the findings suggest that ISU teachers are confident and effective, but additional professional development may further strengthen their ability to support and manage struggling students. This study emphasizes the role of selfefficacy in creating a positive learning environment and improving student success.