📄 Abstract
Poor teacher sense of self-efficacy is disconcerting. The significance of the impact of teacher-parent role engagement and administrative support as predictors of sense of self-efficacy was examined. Using predictive design involving 136 participants selected through random sampling, and using multiple linear regression analysis, it is stressed that the determinants strongly predict the criterion (64.3%), partially supporting the Self-Efficacy Theory. Exploring other variables for future research and strengthening the teacher-parent role engagement and administrative support to enhance teachers’ self-efficacy are recommended.
🏷️ Keywords
📚 How to Cite:
Charmae Ann G. Gandong, Christhoffer P. Lelis , PREDICTING SENSE OF SELF-EFFICACY FROM TEACHER-PARENT ROLE ENGAGEMENT AND ADMINISTRATIVE SUPPORT AMONG GENERAL EDUCATION TEACHERS HANDLING LEARNERS WITH LEARNING DISABILITIES , Volume 12 , Issue 6, June 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 772 - 779 , DOI: https://doi.org/10.36713/epra28522