Happiness Portrayal and Level of Self-Efficacy Among Public Elementary School Heads in a Division

Emotion such as happiness, greatly affects the school management processes. Satisfying the psychological needs is fundamental to being happy. On the other hand, self-efficacy is the belief of school heads in their own ability to perform their roles and responsibilities. Therefore, happiness portrayal and self-efficacy are vital for school heads to effectively deal with and meet the rapidly changing and challenging expectations among 21^st century school leaders. The study aimed to investigate the relationship of happiness portrayal and level of self-efficacy among public elementary school heads in schools division of Zambales during the S.Y. 2020-2021. Descriptive-correlational design was utilized and the sample consists of 138 public elementary school heads with the application of convenience sampling technique. A 4-point Likert scale survey-questionnaire has undergone face and content validation by research experts, and was utilized to collect essential data, which was widely administered and retrieved online via Google Forms with adherence to RA 10173 or the Data Privacy Act of 2012 and analyzed using Percentage, Weighted Mean, Pearson Product-Moment Correlation, and Analysis of Variance (ANOVA) at 5% alpha. There was a positive significant correlation between happiness portrayal and self-efficacy level of school heads. It was shown that the more they feel happy, the more they demonstrate competences in administrative positions based on the Philippine Professional Standards for School Heads (PPSSH). There were significant variations on the happiness portrayal of the school heads when grouped according to their age, civil status, designation, and highest educational attainment. Likewise, there were significant variations on the overall self-efficacy level of the school heads when grouped according to their age, designation, and highest educational attainment. To increase the happiness portrayal of school heads, there must be a variety of enjoyable activities for them to participate in, such as team building activities, happy hour, school heads’ day, retreat, mindfulness, and financial literacy training. While their self-efficacy can be sustained at a very high level through a consistent coaching and feed backing from superiors, colleagues, and subordinates and other forms of professional development activities such as trainings.