Self-Efficacy and Attitude Towards Communicative Language Teaching of Elementary School Teachers: Basis for a Professional Development Program

Abstract

This study examined the self-efficacy and Communicative Language Teaching attitudes of elementary school English teachers in the Echague East District, Schools Division of Isabela, aiming to determine their level of self-efficacy, attitudes toward CLT, differences across profile characteristics, and the relationship between self-efficacy and CLT attitude, with findings serving as the basis for a proposed contextualized professional development program. Employing a quantitative descriptive-correlational design, the study involved 89 elementary teachers who completed a standardized questionnaire, with data analyzed using frequency, percentage, weighted mean, t-test, Analysis of Variance, and Pearson Product-Moment Correlation. Results revealed that the teachers possessed a high level of self-efficacy in student engagement, instructional strategies, and classroom management, and likewise demonstrated favorable attitudes toward Communicative Language Teaching. Significant differences emerged when teachers were grouped according to years of teaching experience, educational attainment, and training or seminars attended, with those having more experience, higher educational qualifications, and greater participation in professional development activities exhibiting stronger self-efficacy and more positive CLT attitudes. Furthermore, a significant positive relationship was established between self-efficacy and CLT attitude, indicating that teachers who were more confident in their teaching abilities were more inclined to implement communicative and learner-centered approaches in the classroom. Based on these findings, a contextualized professional development program was proposed to further enhance teachers' instructional competence and the effective implementation of Communicative Language Teaching.