The Mediating Effect of Sense of Efficacy on the Relationship Between Instructional Practices and Organizational Commitment of Teachers

The primary objective of this study was to determine the role of teacher self-efficacy in mediating the relationship between teachers’ instructional practices and organizational commitment. The study used a correlational technique in a quantitative, non-experimental design. The respondents were the public secondary school teachers of Carmen District of Davao del Norte Division. Mean, Pearson-r, and Path Analysis were used in determining the study`s findings. Moreover, adapted survey questionnaires were used for instructional practices, organizational commitment, and teacher self-efficacy. Results revealed that the level of instructional practices, organizational commitment, sense of efficacy were very high. There was a significant relationship between instructional practices and a sense of efficacy, and there was also a significant relationship between instructional practices and organizational commitment. Furthermore, there was a significant relationship between a sense of efficacy and organizational commitment. The outcome model indicated an outstanding correlation and pointed out that a sense of efficacy strongly influenced instructional practices and organizational commitment. The Mediating Effect: Path Analysis for this study revealed that teacher self-efficacy partially mediates the relationship between instructional practices and organizational commitment.