| Abstract: |
This study examined the professional education, curriculum assessment practices, and the self-efficacy of teachers in the Department of Education, Don Carlos I and III Districts, Division of Bukidnon for the S.Y. 2025-2026. It determined the level of professional education in terms of thematic knowledge, learning environment, cooperation, educational technology, research-based, educational planning, evaluation, and development of human resources; level of curriculum assessment practices in terms of assessment and evaluation, content, learning output, resources/instruments, planning, curriculum application, curriculum philosophy, and teaching methods; and level of self-efficacy in terms of student engagement, instructional practices, and classroom management.
A descriptive-correlational research design was employed. Mean and weighted mean were used to describe the levels of the variables, while Pearson product-moment correlation and multiple regression analysis were used to test the hypotheses, identify significant relationships and predictors of self-efficacy. The results revealed a great extent of professional education among teachers, particularly in the areas of thematic knowledge, learning environment, cooperation, educational technology, educational planning, evaluation, and development of human resources. Curriculum assessment practices were implemented to a high extent. Furthermore, teachers have very high self-efficacy across the domains of instructional practices, classroom management, and student engagement. Research- based, educational planning, and educational technology show significant relationships with self-efficacy, while content, curriculum philosophy, learning output, assessment, and teaching methods correlate positively with self-efficacy. Regression analysis highlights that research based, content, and curriculum philosophy significantly influence self-efficacy, with content emerging as the strongest predictor. These findings emphasize the critical role of specialized subject expertise and a strong theoretical foundation in fostering professional assurance and enhancing instructional effectiveness.
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