Perceived self-efficacy and its relationship with the quality of teaching performance

Abstract

The study aimed to analyze the relationship between perceived self-efficacy and the quality of teaching performance in educational institutions of the districts of Morales and Tarapoto, San Martín region – Peru. A quantitative approach with a descriptive–correlational design was employed. The sample consisted of 72 teachers selected from public educational institutions. Data were collected through surveys using validated instruments: a 21-item Likert scale to measure perceived self-efficacy and a 31-item scale to assess teaching performance. Correlational analyses using Spearman’s test indicated the existence of a weak but significant positive relationship between perceived self-efficacy and the quality of teaching performance (r = 0.202; p = 0.049). A weak positive correlation was found between perceived self-efficacy and pedagogical work planning (r = 0.231; p = 0.041). No significant relationships were observed with the management of teaching–learning processes (r = 0.012; p = 0.917) or with professional responsibilities (r = 0.083; p = 0.488). Perceived self-efficacy is a relevant factor in improving teaching performance, particularly in the dimension of pedagogical planning, although its influence on other aspects of professional practice did not show evidence of correlation.