I.

Title:

Self-Efficacy of Pre Service Teachers of the College of

Industrial Education
II.

Names of the Research Proponents:

Dadal, Ericka M.
Balanza, Melanie N.
Maceda Edcel Ann C.
Sarvida, Lia Claudette R.

III.

Addresses, contact Numbers, Email Addresses, Course/Year/Section

B 4 L 27 B St. Joseph Village 1, San Vicente San Pedro Laguna
09216163103
erickadadal@gmail.com
BSIE ComEd 3D
5 South EE Roces Avenue, QC
09363475598
Balanza_Melanie@yahoo.com
BSIE ComEd 3D
Cluster 5 Hunters Kaliraya Circle Tatalon, QC
09757595814
Eamaceda26@gmail.com
BSIE ComEd 3D
1262 interior Quirino Avenue San Dionisio, Paranaque City
09161108732
dethdethsarvida@yahoo.com
BSIE ComEd 3D

IV.

Background of the Study

Perceived self-efficacy is defined as people's beliefs about their
capabilities to produce designated levels of performance that exercise
influence over events that affect their lives. Self-efficacy beliefs determine
how people feel, think, motivate themselves and behave. (Bandura 1994).
Just what like Theodore Roosevelt said, Believe you can, and youre half

way there. It is very important to every person to believe in themselves in

order for them to achieve anything. Self-Efficacy plays an important role to the
college students who are undergoing pre service teaching. In fact, not just to
them but to all the students. In pre service teaching, the student goes through
supervised and guided teaching where they are introduced into the teaching
role for a particular class. Even though it is guided, it is still a struggle for
education students for it is their first time to handle a class. Theres a lot more
responsibilities, works, and efforts to put into. However, through observation,
it seems that having Self-Efficacy is a struggle for most of the students. Thus,
a study regarding the self-efficacy of the preservice teachers and the different
factors that may have significant relationship with the students was made.
V.

Review of Related literature

The self-efficacy of the learners has been a lot of topic interest for
researches and studies focusing on education. One of these studies is about
A Closer Look at College Students: Self-Efficacy and Goal Orientation
(Sullivan & Guerra, 2007). In these study, the goal was to link the two areas of
research by examining the interaction between students goal orientation and
self-efficacy and investigate how students with varying self-efficacy levels and
academic standings differ in their adoption of academic goals and college
achievement. By examining these motivation variables, we hope to be able to
obtain a glimpse of how cognitive beliefs and goals contribute to college
students retention and to identify students who may be at risk of dropping out
of college. The study finds out that Self-efficacy has consistently been found
to be a strong predictor of achievement and self-efficacy was related to
students adoption of mastery goals. The result is somehow similar to a study
regarding the Student self-efficacy in college science: an investigation of
gender, age, and academic achievement (Witt-Rose, 2003) where, a
confidential self-report survey was administered to 216 students to measure
student self-efficacy levels. Most students had moderate to high levels of selfefficacy. Potential relationship between gender and self-efficacy was studied

but no significant relationship was found between them. A connection

between age and self-efficacy was also examined to determine whether
differences existed in self-efficacy between traditional college students (18 to
24 years of age) and nontraditional college students (greater than 24 years of
age). No significant findings linked age to self-efficacy. However, there was a
significant positive relationship found between self-efficacy and the number of
completed college semesters. That is, Self-Efficacy is related to academic
achievements of college students.
Another study was conducted regarding The Relationships among SelfEfficacy, Stress Responses, and a Cognitive Feedback Manipulation (Lan &
Gil, 1984). In this study the influence of self-efficacy on physiological arousal
and self-reported anxiety was examined.
All 32 undergraduate females in the study performed five trials of both an
easy task and a difficult task, with half of them performing the easy task first
and half performing the difficult task first. A manipulation check revealed that
the easy task clearly elicited higher self-efficacy than the difficult task.
Individuals reported lower cognitive and somatic anxiety and higher selfconfidence, as assessed with 1he CSAI-2, and had lower heartrate increases
when performing the easy (high-efficacious) task. The result of the study
supports Bandura's contention that self-efficacy mediates arousal changes
and demonstrate the influence of self-efficacy on multidimensional anxiety
measures. Meaning to say there is a negative relationship between the selfefficacy and stress.
The study of Enhancing the Inclusive Self-Efficacy of Preservice Teachers
through Embedded Course Design (Zundan-Frazer & Lancaster, 2012). This
study was an initial investigation into the effects of Embedded Design on the
self-efficacy of pre-service teachers studying inclusive education. In
conclusion, the initial findings suggest that courses using Embedded Design
principles may support improvement of self-efficacy of preservice teachers.
The findings are encouraging, especially given the importance of self-efficacy

and its powerful influence on teacher effectiveness and also draws attention
to the design issues associated with preservice teacher education courses in
inclusive education. In other words, the study shows that self-efficacy is an
important matter regarding education courses.
VI.

Conceptual Framework

Academ
ic
Stress

The study will focus on proving possible influence of certain factors such
as Academic stress and the grouping of the respondents according to their sex
and area of specialization to the level of Self-efficacy. Along with this, the
possible effect or impact of the level of Self-Efficacy to the academic standing of
the students.

VII.

Statement of the problem

The study aims to answer the following questions:

1. What
a.
b.
c.
d.

is the profile of the respondents in terms of

Age
Sex
Area of Specialization
General weighted average

2. What is the level of self- efficacy of the respondents

3. What is the level of Academic Stress that the respondents undergo?
4. What is the level of self-efficacy of the respondents when grouped
according to:
a. Sex
b. Area of specialization
5. Is there significant relationship in the respondents age and their level of
self-efficacy?
6. Is there significant relationship in the respondents academic stress and
their level of self-efficacy?
7. Is there significant relationship in the respondents General weighted
average and their level of self-efficacy?

VIII.

Significance of the Study

The findings of this study will answer the respondents question on what
level of self-efficacy they acquire when group according to area of
specialization and sex. Thus, this study will focus on proposing improvement
of the level of self-efficacy that will benefit oneself, considering that it plays
important role when it comes to academic status. Also the possible negative
impact of academic stress to the self-efficacy of the respondents thus,
recommending stress management for pre-service teachers.

IX.

Definition of Terms
Age the amount of time during which the respondents has lived.
Sex The respondents state of being female or male.
General Weighted Average is the overall rating of the respondents for a
whole semester.
Area of Specialization the respondents major
Self-Efficacy the respondents beliefs about their capabilities to produce
designated levels of performance that exercise influence over events that
affect their lives.

Academic Stress - the respondents mental distress with respect to some

anticipated frustration associated with academic.

X.

Scope and Delimitation

The study will focus only on the description of the level of Self-Efficacy and
the age, sex, general weighted average and academic stress of the
respondents. Along with this, is the analysis of the relationships between the
Self-Efficacy and the different variables that may have effect to the students
academic standing.

XI.

Research Methodology

Design of the study

To analyze the data that will be gathered, the proponents will use both the
descriptive method and the correlation method in making an output of the study.
With pertaining to the respondents, the level of self-efficacy and academic stress
they undergo will be described along with their age, sex, area of specialization and
general weighted average. Also, for further analysis, the correlation of self-efficacy
between the both independent variables to establish if there is a significance
relationship with the Self-Efficacy of the respondents and their age, sex, area of
specialization and general weighted average. Also, the described level of Academic
Stress that the respondents undergo has significance relation with the level of their
self-efficacy.
Participants
The respondents are the sample population that comes from the preservice
teachers of each different areas of specialization, the EST, ComEd, HE, IA, ET, and
ArtEd at the college of industrial education with the total of 315 students. To
compute for the sample size, we use Yamens (1967) formula, n = N/1+N(e). Where
N is the size of population which is 315, ( e ) is the margin of error which is equal to

5%. As a result, the sample size is 180 students which will be divided by the 6 area
of specialization equal to 30 randomly selected students per area.
Procedure
To make the study possible, the researchers will gathered the data by conducting
a survey using Likert scale regarding the respondents profile and their level of selfefficacy and academic stress they undergo. Then the data regarding the
respondents level of selfefficacy and academic stress along with general weighted
average will be analyze by using the formula of correlation coefficient.

XII.

Research Instrument
A questionnaire with a cover letter is attached.

XIII.

Working Bibliography
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia
of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted
in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic
Press, 1998).
Sullivan J. R. (2014) A Closer Look at College Students: Self-Efficacy and
Goal Orientation. Retrieve From ERIC Institute of Education Science website:
http://files.eric.ed.gov/fulltext/EJ773185.pdf
Witt-Rose D. L. (2003) Student Self-Efficacy in College Science:
An Investigation of Gender, Age, and Academic Achievement. Retrieve from
University of Wisconsin Stout website:
http://www2.uwstout.edu/content/lib/thesis/2003/2003wittrosed.pdf
Lan, L.Y. & Gill, D.L. (1984). The relationships among self-efficacy, stress
responses and a cognitive feedback manipulation. Retrieve from website:
https://libres.uncg.edu/ir/uncg/f/D_Gill_Relationship_1984.pdf

Zundan-Frazer L. & Lancaster j. (2012) Enhancing the Inclusive Self-Efficacy

of Preservice Teachers through Embedded Course Design Retrieve from
Hindawi Publishing Corporation website:
http://www.hindawi.com/journals/edri/2012/581352/
Theodore Roosevelt Quotation
XIV.

Work Plan

Date
Brain Storming
Gather the data of
the no. of Student
Teachers from 3rd
year to 4th year

Draft proposal
Create
questionnaire from
the survey
Revising the draft
Research Proposal
finalizing

1
9

20

21

22

23

24

25

26

27

28

29