2026 IJRSE – Volume 15 Issue 13
Available Online: 25 May 2026
Author/s:
Mamaril, Relailyne M.
Nueva Vizcaya State University, Philippines
Ocampo, Imelda S.*
Nueva Vizcaya State University, Philippines
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the relationship between the teaching self-efficacy of public elementary school teachers in Bambang II District and their perspectives toward gender-sensitive instructional materials, with the aim of assessing teachers’ self-efficacy, determining their perspectives on gender-sensitive instructional materials, establishing the relationship between these variables, and proposing an educational management intervention based on the findings. Employing a quantitative descriptive-correlational research design, the study employed total enumeration and involved 140 public elementary school teachers from fourteen schools in Bambang II District, Schools Division of Nueva Vizcaya. Data were gathered using the adapted Teaching Self-Efficacy Scale by Tschannen-Moran and Hoy (2001) and a modified Gender-Sensitive Instructional Materials Perspective Questionnaire, and were analyzed using mean, standard deviation, and Spearman rho. Findings revealed that respondents demonstrated a very high level of teaching self-efficacy, with an overall mean of 4.61 (SD = 0.42), particularly in instructional strategies (M = 4.67, SD = 0.41), student engagement (M = 4.59, SD = 0.46), and classroom management (M = 4.57, SD = 0.46). Teachers also exhibited a very high perception of gender-sensitive instructional materials, with an overall mean of 3.62 (SD = 0.40), across content and instructional activities, language, imagery, and representation. Significant positive relationships were identified between teaching self-efficacy dimensions and perspectives toward gender-sensitive instructional materials, with correlation coefficients ranging from 0.618 to 0.701, while overall teaching self-efficacy showed the strongest correlation (r = 0.721, p = .000). The study concludes that teaching self-efficacy significantly influences teachers’ openness and readiness to integrate gender-sensitive materials. It recommends sustained professional development, structured institutional support, and continuous monitoring to strengthen gender-responsive instructional practices and promote inclusive, equitable learning environments.
Keywords: gender-sensitive instructional materials, teaching self-efficacy, public elementary school teacher
DOI: https://doi.org/10.5861/ijrse.2026.26222
Cite this article:
Mamaril, R. M., Ocampo, I. S., & Agustin, A. A. (2026). Teaching self-efficacy of public elementary school teachers of Bambang II District: Its relationship to teachers’ perspectives toward gender sensitive instructional materials. International Journal of Research Studies in Education, 15(13), 79-94. https://doi.org/10.5861/ijrse.2026.26222
* Corresponding Author