Abstract
This study examines the influence of self-efficacy and communicative competence on teacher effectiveness among public elementary school teachers. In today’s dynamic educational environment, the role of teachers has evolved beyond delivering content—they are now expected to motivate, engage, and lead learners toward holistic development. Key to fulfilling this role are the teacher’s belief in their capabilities (self-efficacy) and their ability to communicate effectively in diverse classroom settings. These factors are crucial in managing classroom behavior, facilitating understanding, and fostering positive student outcomes. Despite their importance, there remains a limited body of empirical research exploring how these constructs contribute to overall teacher effectiveness, particularly in the context of public education in Region XI. To address this gap, the study surveyed 424 public elementary teachers using adapted questionnaires to assess their self-efficacy, communicative competence, and effectiveness in teaching. Data were analyzed using weighted arithmetic mean, standard deviation, Pearson’s r, and structural equation modeling (SEM). Findings revealed that teachers were rated highly in self-efficacy (mean = 4.30), communicative competence (mean = 4.29), and teacher effectiveness (mean = 4.63). Results further demonstrated significant positive relationships between self-efficacy and teacher effectiveness (r = 0.18), and communicative competence and teacher effectiveness (r = 0.34). Structural modeling indicated that self-efficacy strongly correlates with student engagement (β = 1.08), while communicative competence has a direct effect on teacher effectiveness (β = 0.34). In conclusion, the study affirms that both self-efficacy and communicative competence are critical to enhancing teacher performance. The researchers recommend strategies and programs focused on strengthening these areas to improve educational outcomes in the local context.
