“A Mixed-Method Study on How Student Evaluation Results Shape Teachers’ Self-Efficacy at NU Clark SHS”

This study examined the relationship between teachers’ self-efficacy and student evaluation results using the Online Teacher’s Evaluation (OTE) system at National University (NU) Clark Senior High School (SHS). A convergent mixed-methods design was employed to provide both quantitative and qualitative insights into teachers’ experiences with student evaluations. Quantitative data were collected through a self- efficacy survey and OTE scores, which were analyzed using Pearson’s correlation coefficient to determine the strength and direction of the relationship between the variables. Qualitative data were gathered through semi-structured interviews and analyzed using thematic analysis to explore teachers’ perceptions, emotional responses, and coping strategies related to student feedback. Findings from the quantitative analysis indicated no significant relationship between teachers’ self-efficacy and student evaluation outcomes, whereas qualitative findings suggested that student feedback plays a role in shaping teachers’ teaching confidence, motivation, and instructional practices based on their interpretation of evaluation results. These divergent findings highlight the complexity of the relationship between self-efficacy and student evaluations and emphasize the importance of contextual factors in understanding evaluation outcomes. The study contributes to the limited body of literature focusing on secondary education teachers, especially within the Philippine context, and offers implications for improving teacher evaluation practices and professional development.

Senior High School, Teacher Self-Efficacy, Student Evaluation, Secondary Education, Student Feedback

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