Abstract
The main thrust of this study was to find the mediating effect of academic self-efficacy on the relationship between teacher’s common classroom attitude and academic performance of T’boli learners in Surallah 1 District, Division of South Cotabato for the school year 2022-2023. This study employed quantitative design utilizing specially the descriptive correlation design. Stratified random sampling was used in selecting the population of respondents. Total population was used in getting the sample size of the teacher-respondents, while Slovin’ formula was used for learner-respondents. This study was conducted in the four different schools namely: Centrala Central Elementary School, Little Baguio Elementary School, Lambusong Elementary School, and Tubi-Allah Elementary School in Surallah 1 District, Division of South Cotabato. The following conclusions were established based on the results of the study: The common classroom attitude of teachers was manifested most of the time in terms of demonstrating caring and kindness, sharing responsibility, sensitively accepting diversity, fostering individualized instruction, and encouraging creativity. The level of academic self-efficacy of learners was high in terms of student’s engagement, classroom management, and instructional strategies. Majority of the learners obtained a high level of academic performance. Moreover, there was a significant relationship between teacher’s common classroom attitudes and academic performance of learners, teacher’s common classroom attitudes and academic self-efficacy, and academic self-efficacy and academic performance.
