Teachers’ anxiety and self-efficacy as correlates to their performance in San Jose North District

This study investigated the San Jose North District teachers' anxiety and self-efficacy correlating to their performance.The data were gathered through a researcher-made survey questionnaire with 44 randomly selected elementary teachers in San Jose North District, Occidental Mindoro.The findings of this study revealed that teachers encountered anxieties in the teaching profession, such as a lack of stakeholders' commitment, limited instructional materials, insufficiency in avenues for professional improvement and poor classroom management.Also, the study revealed that teachers could handle the anxieties encountered by bolstering their self-efficacy regarding stakeholders' support, learning resources, professional development, and classroom management.The results showed a low level of anxiety experienced by teachers, while the teachers' self-efficacy appeared very high.Moreover, teachers' performance may be directly affected by the limited instructional materials and inadequate opportunities for professional development.Increased levels of anxiety could directly impact their teaching performance.The results of their self-efficacy factors are linked to their performance; only classroom management exhibits a counterintuitive negative impact on managing the classroom, but it remains insignificant.The study revealed that the teachers of San Jose North District encountered anxiety in low-level and very high levels of self-efficacy, the same with their performance.Thus, it is recommended that teachers embrace a professional teacher development management plan because it provides a clear path to improve their teaching.With targeted training and support based on research, they can refine their skills, leading to better teaching quality and student success.