Examining the Influence of Leadership Practices and Organizational Support on Teachers’ Self-Efficacy in K–12 and Matatag Multigrade Classrooms

This study examined the relationships among leadership practices, organizational support, and teachers’ self-efficacy in implementing the K–12 and MATATAG curricula in multigrade classrooms using a convergent parallel mixed-methods design. The quantitative strand employed a descriptive-correlational design and regression-based mediation analysis, while the qualitative strand utilized narrative inquiry. Results indicated that leadership practices (M = 3.85), organizational support (M = 3.82), and teacher self-efficacy (M = 3.75) were all perceived as high. However, the relationship between leadership practices and teacher self-efficacy was negligible and not statistically significant (r = 0.067, p > 0.05). Furthermore, organizational support did not significantly mediate this relationship. Qualitative findings revealed that teacher self-efficacy was largely shaped by mastery experiences, adaptive instructional strategies, and peer collaboration. The study concludes that leadership practices and organizational support function as enabling conditions rather than direct determinants of teacher self-efficacy.