Teachers’ Perceptions of School Head Reshuffling and Teaching Self-Efficacy in Public Elementary Schools in Toledo City

This study examined the teachers’ perceptions of school head reshuffling and its relationship to their teaching self-efficacy in selected public elementary schools in Toledo City. Employing a quantitative descriptive-correlational research design, the study involved 50 teacher-respondents selected through stratified random sampling from four public elementary schools. Data were collected using a validated researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson’s r correlation. Findings revealed that teachers perceived school head reshuffling as highly transparent and fair, with clarity of communication and its impact on school climate and leadership stability receiving the lowest ratings. Teachers also exhibited a high level of teaching self-efficacy, reflecting strong confidence in instructional delivery, classroom management, and responsiveness to learners’ needs; however, implementing innovative projects despite opposition from colleagues received only a moderate rating. Correlation analysis revealed no significant relationship between teachers’ perceptions of school head reshuffling and their teaching self-efficacy (r = 0.006, p = 0.969). The findings suggest that while teachers generally perceive school head reshuffling positively and maintain high teaching self-efficacy, their instructional confidence is influenced more by professional experiences and instructional support than by administrative leadership transitions. The study recommends strengthening communication, consultation, and support mechanisms during leadership transitions while sustaining professional development initiatives that enhance teacher self-efficacy.