Relationship between Teacher Sense of Efficacy and Competence in Teaching Reading among Key Stage 1 Teachers in Bislig 1B District, Bislig City Division: A Descriptive Correlational Design

Education Management

An effective education system depends on teachers who are confident and competent in their work. Master teachers and experienced teachers are expected to provide instructional support, mentoring, and technical assistance to help improve classroom teaching. Through coaching, sharing of strategies, and collaborative planning, these teachers contribute to better instructional quality, especially in critical areas such as early reading (Hobson & Malderez, 2013; Darling-Hammond et al., 2017). Globally, reading competence in the early grades remains a serious concern. International organizations report that many learners fail to develop strong reading skills at an early age, which affects their long-term academic success (OECD, 2022). Results from the Programme for International Student Assessment (PISA) show low reading performance in many countries, particularly among disadvantaged learners. UNESCO emphasizes that teachers’ competence and confidence in teaching early reading play a key role in addressing this learning crisis, as weak instruction in the early grades leads to lasting learning difficulties (UNESCO, 2021). The Philippines reflects this global situation. National and international assessments indicate that many Filipino learners struggle with foundational reading skills, prompting the Department of Education (DepEd) to prioritize early literacy programs and interventions. In this context, teacher sense of efficacy—teachers’ belief in their ability to teach reading effectively—is essential. Teachers who feel confident in teaching reading are more likely to use appropriate strategies, persist in addressing learning gaps, and adjust instruction to meet learners’ needs. At the local level, the Bislig 1B District of the Bislig City Division faces additional challenges. The reassignment of experienced teachers and master teachers from Key Stage 2 to Key Stage 1, as directed by DepEd Memorandum No. 378, s. 2025, has raised concerns about preparedness for teaching beginning reading (DepEd, 2025). Many of these teachers have strong experience in higher grade levels but limited training in early literacy instruction. This situation may affect both their confidence and competence in teaching reading. To support teacher effectiveness, DepEd has introduced professional development programs such as the Philippine Professional Standards for Teachers (PPST), Learning Action Cells (LAC), and training programs focused on assessment and literacy (DepEd, 2017; DepEd, 2021; De Vera et al., 2020). While these initiatives provide valuable support, they do not always fully address the specific needs of teachers handling early reading, especially those reassigned from higher grade levels. Despite these efforts, there is limited local research examining how teachers’ sense of efficacy relates to their actual competence in teaching reading, particularly in reassignment contexts. Existing studies have focused on that supervision, technical assistance, or general teaching effectiveness but have not specifically examined reading instruction among Key Stage 1 teachers. Understanding this relationship is important in improving early literacy instruction and providing targeted support to teachers. Therefore, this study aims to examine the relationship between teacher sense of efficacy and competence in teaching reading among Key Stage 1 teachers in Bislig 1B District, Bislig City Division, using a descriptive correlational design. The findings of this study are expected to provide useful evidence to guide professional development, instructional support, and policy decisions that strengthen early reading instruction and improve learner outcomes.

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