Abstract
This study aimed to determine the mediating effect of stakeholders’ involvement on the relationship between self-efficacy and learners’ motivation among the 228 Grade 5 learners and 120 stakeholders in 8 different school in Maitum East District namely: Kipalkuda Elementary School, Linao Elementary School, Maitum Elementary School, Malalag Central Elementary School SPED Center, Pangi Elementary School, Sison Elementary School, Virginia Taṅedo Garcia Elementary School and Wali Integrated School for the school year 2022-2023. Slovin’s formula was used to calculate the learners’ respondents and total enumeration for the stakeholders. Additionally, a non-experimental quantitative design utilizing the descriptive correlation technique was applied in this study. Based on the results of the study, the level of learners’ self-efficacy was high in terms of student’s engagement, classroom management, and instructional strategies. The level of learner’s motivation was high in terms of self-motivation, intrinsic value, and cognitive strategy. The level of stakeholders’ involvement was high in terms of school and budgeting, learners’ participation, and implementation of school programs and reforms. Additionally, there was a significant relationship between self-efficacy and learner’s motivation, self-efficacy and stakeholder’s engagement, ad stakeholders’ engagement and learners’ motivation. On the other hand, the data revealed a partial effect of self-efficacy and learners’ motivation self-efficacy and stakeholders’ involvement, and stakeholders’ involvement and learners’ motivation.
