Self-Efficacy and Motivation on the Academic Performance of Early Childhood Pre-Service Teachers

This study aimed to determine the self- efficacy, motivation, and academic performance among early childhood pre-service teachers at the College of Education, Central Mindanao University during the 2024 to 2025 academic year. Using a descriptive- correlational design and total enumeration sampling, self-efficacy was measured with the General Self- Efficacy Scale (GSE), motivation through a researcher- developed instrument emphasizing intrinsic factors, and academic performance by General Weighted Average (GWA). Results showed participants exhibited high self-efficacy, moderate intrinsic motivation, and consistently strong academic performance. Correlational analyses revealed weak, non-significant relationships among the three variables. These findings suggest that while students possess strong self-belief and internal motivation, these traits alone do not significantly impact academic performance. A holistic approach to student support that considers instructional quality, environmental factors, and individualized learning strategies is recommended to enhance academic performance.