Understanding the Impact of Teachers’ Self-Efficacy and Work Motivation on Student Outcomes Through Instructional Capacity and Perceived Stress as Mediators: A Structural Equation Modeling Approach

This study examined the impact of teachers’ self-efficacy and work motivation on student outcomes, with instructional capacity and perceived stress as mediating variables, using a Structural Equation Modeling (SEM) approach. Grounded in Social Cognitive Theory, Self-Determination Theory, and the Job Demands-Resources (JD-R) Model, the research involved 200 public school teachers in the Philippines. Validated instruments measured the constructs of work motivation, self-efficacy, instructional capacity, perceived stress, and student outcomes. Results revealed that work motivation had significant direct effects on instructional capacity and student outcomes, and a negative effect on perceived stress. Furthermore, both instructional capacity and perceived stress significantly influenced student outcomes, serving as key mediators between motivation and learner performance. Teachers’ self-efficacy had a significant direct effect on student outcomes, but no significant indirect effect via the mediators. These findings underscore the importance of fostering teacher motivation, reducing stress, and strengthening instructional capacity to improve educational outcomes. The study provides practical insights for aligning teacher development initiatives with the MATATAG agenda of the Department of Education.

work motivation, instructional capacity, perceived stress

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