The interaction between teachers' efficacy and students' attitudes toward effective learning in state universities and colleges of the Philippines

Abstract

The role of classroom teachers significantly influences student learning and is essential for the success or failure of an educational system. This study assessed how teacher characteristics, self-confidence in teaching, and student attitudes toward learning relate to each other in State Universities and Colleges (SUCs) in Region 02. Teacher effectiveness is seen as a crucial element in education that can positively affect student academic achievement. The research included 348 faculty members and 646 students from four universities, collecting data through a modified questionnaire via online and face-to-face surveys. It found notable differences in how faculty members viewed their own teaching confidence based on their characteristics, which included their abilities in teaching, motivation, managing the classroom, handling behavior, teaching methods, and motivational techniques. The study also noted significant variations in student attitudes towards learning, classified by their learning nature, openness, expectations, and anxiety about learning. It was observed that teaching methods that highlight understanding rather than memorization directly link to positive student attitudes toward learning, suggesting that learning is not just about innate ability. This indicates a need for teachers to enhance their teaching methods using various approaches and platforms.