Influence of Teachers' Culture-Based Practices on Students' Self-Efficacy in Secondary Schools

Abstract

Culture-based education has become an essential approach to teaching and learning in diverse cultural settings. However, gaps remain in effectively integrating this approach across various areas, particularly in addressing students' individual differences, academic, and diverse backgrounds. This study investigated the influence of teachers' culture-based practices on students' self-efficacy in secondary schools within the Prosperidad District, Agusan del Sur, Philippines. It focused on how localized and contextualized teaching methods influenced students' academic confidence, aiming to provide insights into a more inclusive learning environment. A quantitative approach was employed, utilizing descriptive-correlational and causal research designs to explore the relationship between teachers' culture-based instructional practices and students' self-efficacy. A sample of 180 secondary students was selected through stratified random sampling from various schools in the district. Data collection was carried out using a validated and reliable research instrument designed to assess the impact of culture-based practices on self-efficacy. The findings revealed that teachers' implementation of culture-based practices significantly contributed to a culturally enriched educational environment. Students demonstrated high levels of self-efficacy across academic, behavioral, social, and emotional domains. A strong positive correlation was found between teachers' culture-based practices and students' self-efficacy, emphasizing the importance of culturally responsive teaching. On the other hand, the regression analysis further indicated that the various elements of culture-based teaching, including strategies, methods, assessment, and products, significantly influenced students' self-efficacy both individually and collectively. The study concluded that a holistic methods to culture-based teaching was crucial for enhancing students' confidence and academic success. The findings of the study are highly useful for developing learning resources and continuously refining culture-based teaching strategies in education.