SELF-ESTEEM, SELF-EFFICACY AND ACADEMIC PERFORMANCE OF THE COLLEGE

OF TEACHER EDUCATION STUDENTS AT THE LAGUNA STATE POLYTECHNIC

UNIVERSITY, LOS BAÑOS CAMPUS, AY 2013-2014

Alberto D. Yazon
Los Baños Campus, Los Baños, Laguna
Laguna State Polytechnic University
Republic of the Philippines

ABSTRACT

This study aimed to determine the level of self-esteem, self-efficacy and academic performance of the
College of Teacher Education students and to find out the relationship between these variables. To
satisfy these objectives, the study used the descriptive research design and the method employed was
descriptive-correlational. The researcher used the General Self-Efficacy Scale by Schwarzer and
Rosenberg’s Self-Esteem Scale. The gathered data was treated using frequency counts, percentage,
weighted mean, and Pearson r.
The findings of the study have revealed that:
i) BSEd Math students ranked first with general weighted average of 90.70 followed by BSEd
English, Bio. Sci., Filipino, BEEd, Soc. Sci. and TLE with GWA of 89.75, 89.19, 88.38, 88.00, 86.88
and 86.41, respectively.
ii) Out of 194 respondents, 116 or 59.79% of the total number of the respondents have high level of
self-esteem and 76 or 39.18% have an average level while 2 or 1.03% have low level of self-
esteem. Meanwhile, majority of the respondents (119 or 61.34%) have high level of self-efficacy
and 75 or 38.66% have an average level and none of the respondents has a low level of self-
efficacy.
iii) According to the results, only General Weighted Average and Self-esteem and Self-esteem and
Self-efficacy showed low correlations with r-values of 0.2676 and 0.3395, respectively.
The empirical findings of this investigation led to the following conclusions:
i) There is a significant relationship between self-esteem and self-efficacy scores. From the present
data, the researcher concludes that how the students feel about themselves have a statistically
significant correlation with how they expect they can successfully perform a behavior.
ii) There is a significant relationship between respondents’ self-esteem scores and academic
performance. It is concluded that someone with a high self-esteem are expected to perform well
academically.
iii) There is no significant relationship between respondents’ self-efficacy scores and academic
performance. The researcher concludes that how the students expect they can successfully

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 perform a behavior does not have a statistically significant correlation with how they perform
academically.
The findings of the study yield the following recommendations:
i) The Office of Students Affairs of the University should offer self-esteem enhancement programs
to sustain students’ self-esteem. These would allow the students to examine their thoughts and
feelings and become more positive about themselves.
ii) Teachers should provide situations of success for all students; this will improve students’ sense of
self-esteem, with all the benefits that could arise from such a case.
iii) Students should involve themselves to various activities that would enhance their level of self-
esteem.
iv) Parents should guide their children properly and provide the love and support they deserve so
that their levels of self-esteem will be reinforced. Consequently, the students’ academic
performance will be improved.
v) Future researchers are encouraged to conduct a study on the factors affecting one’s level of self-
esteem.

I. THE PROBLEM AND ITS BACKGROUND

1. Introduction

“You yourself, as much as anybody in the entire universe, deserve your love and affection”
– Buddha

According to McFarland (1989), “self-esteem is a choice”. You were born into this world a
worthy and important human being. You deserve to feel good about yourself everyday of your life. Your
relationship with yourself determines the quality of your self-esteem. It comes from within you and
depends on the inner environment you’ve created.
Self-esteem is how people feel about themselves and how much they like themselves, especially
socially and academically when it comes to college students. Having one’s academic achievement is a
major key to most college students` self-esteem. Having a high self-esteem has many positive effects
and benefits, especially among college students. Students who feel positive about themselves have
fewer sleepless nights, succumb less easily to pressures of conformity by peers, are less likely to use
drugs and alcohol, are more persistent at difficult tasks, are happier and more sociable, and most
pertinent to this study is that they tend to perform better academically.
On the other hand, college students with a low self-esteem tend to be unhappy, less sociable,
more likely to use drugs and alcohol, and are more vulnerable to depression, which are all correlated
with lower academic achievement (Wiggins, 1994).
Past research has shown that self-esteem and academic achievement correlate directly to a
moderate degree (Wiggins, 1994). Honor students tend to demonstrate higher academic self-esteem

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and competency. For them, this academic self-esteem seems to become a motivational factor (Moeller,
1994). For many college students their self-esteem is based or enforced by their academic success or
achievements.
Self-efficacy relates to a person’s perception of their ability to reach a goal. According to
Stanford psychologist Albert Bandura (1982), self-efficacy is a person’s confidence in his or her ability to
manage and deal effectively with specific situations and problems he/she confronts. People with high
self-efficacy tend to exert greater effort when faced with a challenge, which in turn increases the
chances of success in dealing with it. Self-efficacy can help promote success in meeting the challenges of
life. When people are convinced that they can indeed meet challenges, the resulting sense of self-
efficacy will most likely place them in a cycle of success (Feldman, 1989). Higher perceived self-efficacy
leads to effort and persistence at a task, whereas low self-efficacy produces discouragement and giving
up (Bandura, 1986).
A review of the literature has shown that a strong sense of esteem and self-efficacy is related to
higher achievement. Individuals with a high self-esteem and self-efficacy are more likely and willing to
tackle new and challenging tasks and to stick with them, whereas individuals with lower self-esteem and
self-efficacy are more likely to neglect trying new experiences. Hence, this study.

2. Background of the Study

One of the key ingredients of success is self-esteem. We know that those who are going well in life are
marked out by their self-esteem, their motivation and their ability to take responsibility for their own
learning. Some researchers pointed out that people who describe themselves as happy and successful
have a feeling of being in control of their decisions that affect their lives. These people had also the
confidence in their ability to make informed decisions and feel good about them. They have had positive
self-esteem and sense of direction.
Self-esteem is one of the most important factors influencing success at school. Children with
superior intelligence and low self-esteem can perform poorly in school, while children with high self-
esteem and average intelligence can succeed (Pascarella, [Link], 1991).
Students’ self-efficacy can influence choice of activities, effort expenditure, persistence, and
task accomplishments. Without a sufficient level of self-confidence a person will not have a courage to
try new things and will most likely settle for mediocrity. There will be no any improvement in our society
if the students of today who will be leaders of tomorrow are always afraid to try the unknown and
untraveled frontiers. A nation needs people who have the staying power to survive the harsh realities of
life. High self-efficacy is one of the many character traits that a person should possess in order to make
it in this highly competitive world.
One purpose of this study is to explore the relationship between self-esteem and self-efficacy.
Furthermore, it aims to investigate if self-esteem and self-efficacy are significantly related to academic
performance. Moreover, the researcher wanted to find out if age and gender are predictors of self-
esteem, self-efficacy and academic performance.

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3. Statement of the Problem
This research aimed to determine the relationship between self-esteem, self-efficacy and academic
performance of the College of Teacher Education students at the Laguna State Polytechnic University,
Los Baños Campus, Los Baños, Laguna, Academic Year 2013-2014.
Specifically, it sought o answer the following questions:
i. What is the profile of the respondents in terms of:
a) age;
b) gender;
c) course;
d) year level; and
e) field of specialization?
ii. What is the level of self-esteem, self-efficacy and academic performance of the respondents?
iii. Is there a significant relationship between self-esteem and self-efficacy scores?
iv. Is there a significant relationship between respondents’ self-esteem scores and academic
performance?
v. Is there a significant relationship between respondents’ self-efficacy scores and academic
performance?

4. Hypotheses
The following hypotheses were tested at .05 level of significance:
1. There is no significant relationship between self-esteem and self-efficacy scores.
2. There is no significant relationship between respondents’ self-esteem scores and academic
performance.
3. There is no significant relationship between respondents’ self-efficacy scores and academic
performance.

5. Significance of the Study

The aim of schools is to enhance the educational and psychological growth of the students to make him
an effective and efficient member of the society. The results of this study will bring sense of awareness
among students about their individual self-esteem and self-efficacy.
School administrators will be guided in planning the curriculum. The affective domain of
learning would be improved and given more attention that it rightly deserves.
Teachers will get ideas on how to improve teaching and learning process. They may integrate
activities in the curriculum that will boost one’s self-esteem and self-efficacy. They can capitalize on the
strong points of their students, therefore giving the students the chance to gain confidence and improve
in areas where they are weak.
Parents will be enlightened on the roles they play in providing moral support to their children to
help them gain self-confidence. This gain would manifest in the academic performance of their children.

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6. Scope and Limitation of the Study
This study was conceived to determine the relationship between self-esteem, self-efficacy and academic
performance of the College of Teacher Education (CTE) students at the Laguna State Polytechnic
University, Los Baños Campus, AY 2013-2014. Only second year to fourth year CTE students were
included in the study because First Year students are still adjusting in the University and they don’t have
major field of specialization yet.
Students’ level of self-esteem will be measured using Rosenberg Self-esteem Checklist while
their self-efficacy will be quantified using General Self-efficacy Scale by Ralf Schwarzer and Matthias
Jerusalem. Moreover, their academic performance will be determined by their average grade in all
subjects they have taken.

7. Definition of Terms
The following terms are defined operationally in this study:
Academic Performance. It refers to the students’ performance based on their general weighted average
in all subjects they have taken.
Self-efficacy. This pertains to expectation that one can successfully perform a behavior. This is
influenced by one’s past experiences and attribution of success to chance or skill.
Self-esteem. It refers to how we evaluate ourselves and our characteristics. It is the personal judgment
of worthiness that is expressed in the attitude the individual holds toward himself.

II. REVIEW OF RELATED LITERATURE

1. Historical Overview
The construct of self-efficacy was introduced by Alfred Bandura and represents one aspect of his social-
cognitive theory (Schwarzer, 1997).
Bandura conceptualized self-efficacy as being situationally specific and not generalizing between
other areas. The feeling of capability in a particular experience may or may not carry over into different
types of situations since some situations have broader generality than others. The ‘Bandurian
Perspective’ regards the idea that the general self-efficacy construct has variable strength depending on
the dimension of life being considered and the extent of overlap it has with other dimensions (Woodruff
& Cashman, 1993).
Bandura felt that expectations of self-efficacy were the most powerful determinants of
behavioral change and that these expectations determine the initial decision to perform a behavior
(Sherer, Maddux, Mercandante, Dunn, Jacobs, & Rogers, 1982).
Bandura views performance accomplishments as the most important source of efficacy
information. He suggests that self-efficacy is increased when individuals experience outcomes better
than the one they expected (McIntire & Levine, 1991).

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 According to Bandura, self-efficacy makes a difference in how people feel, think, and act. A low
self-efficacy is associated with a low self-esteem. Individuals with a low self-esteem have pessimistic
thoughts about their accomplishments and personal development. Having a strong sense of competence
helps cognitive processes and performance in areas such as academic achievement (Schwarzer, 1997).
“The concept of general self-efficacy provides an important conceptual tool for viewing healthy
functioning” (Shelton, 1990). Mark Sherer’s theory of general self-efficacy defines the global nature of
this topic. He thought these unrelated fields contributed to a general set of expectations that the
individual carries with him/her into new settings and experiences (Shelton, 1990). Sherer suggested that
general self-efficacy is the summation or average of the entire individual task efficacy. Sherer also
invented a self-efficacy scale which measures general self-efficacy expectancies in educational/
vocational and social areas (Woodruff & Cashman, 1993).
One aspect both Bandura and Sherer agree upon is viewing self-efficacy as a personality trait
with relative stability. They feel this is what predicts an individual’s performance in specific situations
(Shelton, 1990).

2. Theories of Self-Efficacy and Self-Esteem

Self-efficacy is thought to have three dimensions: magnitude, which deals with the belief about
performance in increasingly difficult aspects of the task; strength, involving the effort placed on
maintaining the behavior in spite of obstacles; and generality, which concerns the broadness of
applicability of the belief (Woodruff & Cashman, 1993).
Being able to recognize and measure the strength of general self-efficacy can aid a person’s
progress toward greater achievement. The concept of general self-efficacy shows an adequate
explanation for why some individuals have a more confident outlook toward life. Regardless of the
difficulty of the task, they may be more determined to achieve it completely (Shelton, 1990). Individuals
with high self-efficacy expectations are more likely to try new experiences and pursue them. Once
success is met, their future self-efficacy expectations are likely to rise. Results from previous studies on
self-efficacy expectations may also be useful in improving self-esteem when this is seen as a goal
(Sherer, Maddux, Mercandante, Dunn, Jacobs, & Rogers, 1982).
When an action is being performed, self-efficacy determines the amount of effort invested and
the perseverance. People with self-doubts are more inclined to anticipate failure scenarios, worry about
possible performance deficiencies and abort their attempts prematurely. People with an optimistic
sense of self-efficacy, however, visualize success scenarios that guide the action and let them persevere
in the face of obstacles. (Schwarzer, 1997)
The theory of general self-efficacy is still in the early stages of development and its potential has
yet to be completely understood (Shelton, 1990). The theory states that successful achievements lead to
increases in self-efficacy expectations and that mastering these in one area may generalize into other
areas of behavior (Sherer, Maddux, Mercandante, Dunn, Jacobs, & Rogers, 1982). It is thought that
these experiences must hold some sort of personal value in order to positively or negative affect the
level of self- efficacy (Shelton, 1990). According to this theory, two types of expectancies bring to bear
powerful influences on behavior:
1. Outcome expectancies: the belief that certain behaviors will lead to particular outcomes.

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2. Self-efficacy expectance: the belief that one can successfully perform the behavior in question
(Sherer, Maddux, Mercandante, Dunn, Jacobs, & Rogers, 1982). “Understanding self-efficacy is
important to the successful implementation of systems in organizations. The existence of a reliable and
valid measure of self-efficacy makes assessment possible and should have implications for
organizational support, training, and implementation” (Compeau & Higgins, no date). The theory of self-
efficacy “provides a base for positive mental functioning, whose outlook may stimulate new techniques
and ideas for emotional healing and more productive living” (Shelton, 1990).
A study conducted by Compeau and Higgins (no date) was done to determine the role of
individuals’ beliefs about their abilities to competently use computers in the determination of computer
use. The researchers found that an “individual’s self-efficacy and outcome expectations were positively
influenced by the encouragement of others, in their work group as well as others use of computers”.
The General Self-Efficacy Scale claims construct validity across different cultures. A study
conducted by Schwarzer, Babler, Kwiatek, Schroder, and Zhang (1996), supports the finding that self-
efficacy construct tends to be a universal one. The study compared two new scale adaptations (Spanish
and Chinese) with the original German version. Subjects consisted of university students. “Results
showed that in all three languages, the psychometric properties were satisfactory. The reliability, which
included the areas of item-total correlations and factor loadings, indicated that the General Self-Efficacy
Scale can be seen as homogenous and unidimensional”.
Belief in one’s ability to perform a behavior is one factor contributing to an individual’s attitude
toward oneself. High scores of general and social self-efficacy are associated with an increase in self-
esteem (Sherer, Maddux, Mercandante, Dunn, Jacobs, Rogers, 1982). Most research has confirmed a
positive association between self-esteem and achievement. People who think of themselves favorably
should be able to learn and work more efficiently. Someone with a high self-esteem would expect to do
well (Kohn, 1994). In turn, others view a belief in one’s ability to accomplish a variety of duties as a
positive characteristic (Sherer, Maddux, Mercandante, Dunn, Jacobs, & Rogers, 1982).
“Self-efficacy is necessary for a healthy self-esteem” (Vancouver Community Network, 1998). If
a person feels unworthy of the respect and love of others, they do not have a positive self-esteem;
regardless of the achievements they may have accomplished in the past . A feeling of worth means
having self-respect, which comes as a result of living up to one’s own values (McFarland, 1988).
A study by Parker (1990) examined the self-esteem of subjects using Rosenberg’s self-esteem
scale. Self-efficacy and social competence were also measured, using prisoners’ responses to problem
situations. The educational variable was divided into three measures in regards to prisoners’ educational
level at admission to the institution. Educational levels consisted of no high school diploma, a high
school diploma, some time in college, associate’s degree, and a bachelor’s degree or more. The other
two measures included education level at the time of the study and changes in educational levels
between admission and time of study. The study examined whether educational level was the variable
most strongly associated with scores on self-efficacy, self-esteem, and social competence and amount of
time spent in prison. Results showed that educational level was found to have a significant positive
relationship with self-esteem and social competence. The subjects’ self-esteem and social competence
scores were higher with each level of education. “Changes in educational level were not linked with self-

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efficacy but were directly and significantly linked with self-esteem and social competence. Educational
level was found to be the strongest predictor of self-esteem and social competence”

3. Role of Education in Self-Efficacy and Self-Esteem

Self-efficacy has been applied to the area of school achievement and has become a clear
variable in educational psychology (Schwarzer, 1997). All children have a natural need to think highly of
themselves. In order for this need to be satisfied, children must believe that they are capable of doing
well and succeeding in a multitude of ways. In the classroom, children discover and develop much of
their sense of who they are and what they can do. The way children explain why they are successful or
why they fail is extremely important to their self-esteem. A child’s thoughts about what lies behind
these successes or failures helps to form his/her beliefs about himself/herself and his/her expectations
for the future (Apter, 1997).
Sources note that students who seem to have high self-esteems adapt better socially. These
students tend to make friends easier and are more willing to work with others. Students who seem to
have lower self-esteems tend to be keep more to themselves and have difficulty with both making
friends and working with peers (Sims, 1997).
Self-esteem is now recognized as a key to children’s successful development. Self-esteem is
described by Apter (1997) as a “set of skills that allows a child to keep trying, to keep learning, and to
keep caring”. Once these skills have been obtained, they allow one to keep bouncing back when
experiencing failures. A child’s “crucial” years are between the ages of five and fifteen, when he/she
learn to assess his/her abilities and form expectations of success or failure. In the classroom, children
discover and develop much of their sense of who they are and what they can do (Apter,1997).
Apter (1997) notes “there is no simple and sure method of assessing a child’s self- esteem or
measuring the extent to which a child lacks it”. Adolescents and teenagers need adult support as they
face new sources of self-consciousness and self- doubt, which can put self-esteem at risk. As they
become aware of how much is expected of them, such as their performance in school, they often feel
unworthy, and not equal to the job. Adults have to help children find ways of valuing themselves and
caring for others, even when they face disappointments.
Benson, Galbraith, and Espeland (1995) noted things which can be done at school to enhance
children’s self-esteems: grading as an opportunity to affirm. Grade honestly, add positive comments.
1. Critique papers, reports, and tests constructively.
2. Offer suggestions for improvements and add positive comments.
3. Teach students to accept criticism and respond in constructive ways.
4. Treat all students with respect. Encourage everyone to contribute to class discussions and identify
and affirm individual talents.
Self esteem cannot be considered in isolation. It is dependent on social, psychological, physical,
and economic factors. Therefore, a holistic approach to improving self-esteem, addressing family,
school/work and community will be much more effective in the long run than an individual approach.
(Vancouver Community Network, 1998)

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4. Synthesis
There is a generous amount of literature regarding self-efficacy and its importance in
individuals’ perceptions of themselves and their behaviors. Students who fail at a particular task tend to
develop poor self-efficacies, losing interest in certain topics, and doing what they can in order to avoid
future experiences in related areas. This, in turn, affects their self-esteem, decreasing their confidence.
Knowledge of the relationship between student’s self-efficacy and self-esteem will help to
determine whether or not techniques designed to increase self-efficacy expectations would be
beneficial in school settings. This information could aid in increasing self-esteem and improving
academic interests and performance.

III. RESEARCH METHODOLOGY

1. Research Design
This study will utilize the descriptive research design and the method employed was descriptive-
correlational. This research method seeks to investigate whether a relationship exists between two or
more variables. It deals with the relationships between variables, the testing of hypothesis, and the
development of generalizations, principles or theories that have universal validity.

2. Population and Sampling Technique

The respondents of this study were the 194 Second Year – Fourth Year College of Teacher Education
students enrolled this First Semester, Academic Year 2013 – 2014 at the Laguna State Polytechnic
University, Los Baños Campus Los Baños, Laguna. The researcher used Slovin’s formula to get the total
number of samples from the population. Stratified random sampling technique was employed to
determine the samples of the study.
The table below shows the actual number of enrollees in the College of Teacher Education for
the AY 2013-2014 and the number of samples taken from each course:

Table 1. Actual Number of Enrollees and Number of Samples

Year Level
TOTAL
Course II III IV
Actual Sample Actual Sample Actual Sample Actual Sample
BSEd MAPEH 7 4 7 4
BEEd 35 18 33 17 26 13 94 48
BSEd Bio. Science 12 6 5 4 9 4 26 14
BSEd English 21 11 25 13 24 12 70 36
BSEd Filipino 11 6 8 4 14 7 33 17
BSEd Math 13 6 20 10 26 14 59 30
BSEd Soc. Science 9 4 14 8 18 9 41 21
BSEd TLE 25 13 13 7 8 4 46 24
TOTAL 133 68 118 63 125 63 376 194

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3. Research Instrument
The instruments for this research include the General Self-Efficacy Scale by Schwarzer (see
Appendix A) and Rosenberg’s Self-Esteem Scale (see Appendix B).
The General Self-Efficacy Scale is a 10-item psychometric scale that is designed to assess
optimistic self-beliefs to cope with a variety of difficult demands in life. The scale was originally
developed in Germany by Matthias Jerusalem and Ralf Schwarzer in 1981 as a 20 item scale with two
separate subscales of general self-efficacy and social self-efficacy. Later the scale changed to only 10
items, still using the Likert format, and has been used with thousands of participants in many studies.
The General Self-Efficacy Scale focuses on a broad and stable sense of personal competence. Schwarzer
stressed that “The scale is not only economical and reliable, it has also proven valid in terms of
convergent and discriminant validity”.
Rosenberg’s Self-Esteem Scale is a 10-item Likert scale with items answer four point scale from
strongly agree to strongly disagree. The scoring for some items need to be reversed so that in each case
the scores go from less to more self-esteem.

4. Statistical Treatment of Data

Frequency counts, arithmetic mean, weighted mean, standard deviation, Pearson r were used as
statistical tools in this study.

5. Research Procedures
1. Letter of Request for the Approval of the Conduct of study was prepared.
2. The questionnaire was administered to the respondents as soon as the study was approved.
3. The general weighted average of the students was retrieved from the registrar.
4. The data gathered were subjected to statistical tools.

6. Presentation, Analysis and Interpretation of Data

Table 2. Distribution of the Respondents in terms of Age
Age Frequency (f) Percentage (%)
17-18 81 41.75
19-20 79 40.72
21-22 19 9.80
23-24 8 4.12
25-above 7 3.60
TOTAL 194 100.00

Table 2 presents the distribution of respondents in terms of age. 81 or 41.75% are within the
age bracket of 17-18, 79 or 40.72% are in the age bracket of 19-20, 19 or 9.80% belong to 21-22, 8 or
4.12% have an age ranging from 23-24, while the remaining 7 or 3.60% constitute the age range of 25
and above. The results further indicate that almost 82.00% of the respondents are in their typical age
while 18.00% of the total respondents are older than the usual age range of college students.

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 Table 3. Distribution of the Respondents in terms of Sex
Sex Frequency (f) Percentage (%)
Male 64 33.00
Female 130 67.00
TOTAL 194 100.00

Table 3 shows that 64 (33.00%) of the respondents are male while 130 (67.00%) are female. This
result shows that the field of education is consistently dominated by female future teachers.

Table 4. Distribution of Respondents in terms of Course

Course Frequency (f) Percentage (%)
Bachelor of Elementary Education (BEEd) 48 24.74
Bachelor of Secondary Education (BSEd) 146 75.26
TOTAL 194 100.00

It can be seen from table 4 that 48 or 24.74% are taking Bachelor of Elementary Education
(BEEd) while 146 or 75.26% are pursuing Bachelor of Secondary Education (BSEd).

Table 5. Distribution of Respondents in terms of Year Level

Year Level Frequency (f) Percentage (%)
Second Year 68 35.05
Third Year 63 32.47
Fourth Year 63 32.47
TOTAL 194 100.00

Table 5 illustrates the distribution of respondents in terms of year level. Majority of the
respondents or 68 (35.05%) are Sophomores while Juniors and Seniors both shared 63 or 32.47% of the
total respondents.

Table 6. Distribution of Respondents in terms of Field of Specialization

Course Frequency (f) Percentage (%)
BSEd MAPEH 4 2.06
BEEd – General Education 48 24.74
BSEd Bio. Science 14 7.22
BSEd English 36 18.56
BSEd Filipino 17 8.76
BSEd Math 30 15.46
BSEd Soc. Science 21 10.82
BSEd TLE 24 12.37
TOTAL 194 100.00

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 Table 6 depicts the distribution of respondents in terms of field of specialization. 48 or 24.74%
are from BEEd – General Education. In the BSEd, English as a major field of specialization succeeded
other fields with 36 students or 18.56% while MAPEH has the least number of students with only 4 or
2.06%. MAPEH as a major field is only on its first semester of implementation and for this reason; it
obtained the least distribution of enrollees.
Table 7. Academic Performance of the Respondents
Course General Weighted Average Total Rank
nd rd th
2 Year 3 Year 4 Year
BSEd MAPEH 88.25 * * * *
BEEd – General Education 86.89 87.88 89.23 88.00 5
BSEd Bio. Science 90.33 89.00 88.25 89.19 3
BSEd English 88.91 89.92 90.42 89.75 2
BSEd Filipino 88.83 88.75 87.57 88.38 4
BSEd Math 90.33 90.40 91.36 90.70 1
BSEd Soc. Science 87.00 86.75 86.89 86.88 6
BSEd TLE 87.08 87.14 85.00 86.41 7

It can be gleaned from table 7 the academic performance of the respondents per field of
specialization. Based on the results, BSEd Math students ranked first with general weighted average of
90.70 followed by BSEd English, Bio. Sci., Filipino, BEEd, Soc. Sci. and TLE with GWA of 89.75, 89.19,
88.38, 88.00, 86.88 and 86.41, respectively.

Table 8. Respondents’ Level of Self-esteem

Level Frequency (f) Percentage (%)
High (38 – 50) 116 59.79
Average (25 – 37) 76 39.18
Low (24 and below) 2 1.03
TOTAL 194 100.00

Table 8 presents the respondents’ level of self-esteem. 116 or 59.79% of the total number of the
respondents have high level of self-esteem and 76 or 39.18% have an average level while 2 or 1.03%
have low level of self-esteem.

Table 9. Respondents’ Level of Self-efficacy

Level Frequency (f) Percentage (%)
High (30 – 40) 119 61.34
Average (20 – 29) 75 38.66
Low (19 and below) 0 0.00
TOTAL 194 100.00

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 It is shown in Table 9 the respondents’ level of self-efficacy. Majority of the respondents (119 or
61.34%) have high level of self-efficacy and 75 or 38.66% have an average level of self-efficacy. None of
the respondents has a low level of self-efficacy.

Table 10. Correlation between Variables

Variables r-value Verbal Description p-value Remarks
GWA and self-esteem 0.2676 Low Correlation 0.001 Significant
GWA and self-efficacy 0.1095 Negligible Correlation 0.129 Not Significant
self-esteem and self-efficacy 0.3395 Low Correlation 0.000 Significant

Table 10 portrays the correlation between variables under study. Based on the results, General
Weighted Average and Self-esteem and Self-esteem and Self-efficacy showed low correlations with r-
values of 0.2676 and 0.3395, respectively.

IV. Summary of Findings, Conclusion and Recommendation

1. Summary of Findings
The statistical treatment of data revealed the following findings:
Respondents’ Profile
81 or 41.75% are within the age bracket of 17-18, 79 or 40.72% are in the age bracket of 19-20,
19 or 9.80% belong to 21-22, 8 or 4.12% have an age ranging from 23-24, while the remaining 7 or 3.60%
constitute the age range of 25 and above.
64 (33.00%) of the respondents are male while 130 (67.00%) are female.
48 or 24.74% are taking Bachelor of Elementary Education (BEEd) while 146 or 75.26% are
pursuing Bachelor of Secondary Education (BSEd).
Majority of the respondents or 68 (35.05%) are Sophomores while Juniors and Seniors both
shared 63 or 32.47% of the total respondents.
48 or 24.74% are from BEEd – General Education. In the BSEd, English as a major field of
specialization succeeded other fields with 36 students or 18.56% while MAPEH has the least number of
students with only 4 or 2.06%.

Respondents’ Academic Performance

Based on the results, BSEd Math students ranked first with general weighted average of 90.70
followed by BSEd English, Bio. Sci., Filipino, BEEd, Soc. Sci. and TLE with GWA of 89.75, 89.19, 88.38,
88.00, 86.88 and 86.41, respectively.
Respondents’ Level of Self-Esteem and Self-Efficacy
Out of 194 respondents, 116 or 59.79% of the total number of the respondents have high level
of self-esteem and 76 or 39.18% have an average level while 2 or 1.03% have low level of self-esteem.
Meanwhile, majority of the respondents (119 or 61.34%) have high level of self-efficacy and 75 or
38.66% have an average level and none of the respondents has a low level of self-efficacy.

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Correlation between Variables
According to the results, General Weighted Average and Self-esteem and Self-esteem and Self-
efficacy showed low correlations with r-values of 0.2676 and 0.3395, respectively.

2. Conclusions
The empirical findings of this investigation led to the following conclusions:
i) There is a significant relationship between self-esteem and self-efficacy scores. From the
present data, the researcher concludes that how the students feel about themselves have a
statistically significant correlation with how they expect they can successfully perform a
behavior.
ii) There is a significant relationship between respondents’ self-esteem scores and academic
performance. It is concluded that someone with a high self-esteem are expected to perform well
academically.
iii) There is no significant relationship between respondents’ self-efficacy scores and academic
performance. The researcher concludes that how the students expect they can successfully
perform a behavior does not have a statistically significant correlation with how they perform
academically.

3. Recommendations
The findings of the study yield the following recommendations:

i) The Office of Students Affairs of the University should offer self-esteem enhancement programs
to sustain students’ self-esteem. These would allow the students to examine their thoughts and
feelings and become more positive about themselves.
ii) Teachers should provide situations of success for all students; this will improve students’ sense
of self-esteem, with all the benefits that could arise from such a case.
iii) Students should involve themselves to various activities that would enhance their level of self-
esteem.
iv) Parents should guide their children properly and provide the love and support they deserve so
that their levels of self-esteem will be reinforced. Consequently, the students’ academic
performance will be improved.
v) Future researchers are encouraged to conduct a study on the factors affecting one’s level of
self-esteem.

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References / Bibliography

Apter, T. (1997). The confident child. New York, NY: W. W. Norton Company, Inc.
Benson, P. , Galbraith, J. , & Espeland, P. (1995). What kids need to succeed? Minneapolis, MN: Free
Spirit Publishing, Inc.
Compeau, D., & Higgins, C. (no date). Computer self-efficacy: Development of a measure and initial
test. Available: [Link] [Link]
McFarland, R. (1989). Coping with stigma. New York, NY: Rosen Publishing
Group, [Link], R. (1988). Coping through self-esteem. New York, NY: Rosen Publishing Group,
Inc.
McIntire, S., & Levine, E. (1991). Combining personality variable and goals. Journal of Vocational
Behavior, 38, 288-301.
Parker, E. (1990). The social-psychological impact of a college education on the prison inmate. Journal of
Correctional Education, 41, 140-146.
Schwarzer, R. (1997). General perceived self-efficacy in 14 cultures. Available:
[Link]
Shelton, S. (1990). Developing the construct of general self-efficacy. Psychological Reports, 66, 987-994.
Sherer, M., Maddux, J., Mercandante, B., Dunn, S., Jacobs, B., & Rogers, R. (1982). The self-efficacy
scale: Construction and validation. Psychological Reports, 51, 663-671.
Sims, P. (1997). Awakening Brilliance: How to inspire children to become successful learners. Marietta,
GA: Bayhampton Publications.
Vancouver Community Network, (1998). Self-esteem. Available:[Link]
[Link].
Woodruff, S., & Cashman, J. (1993). Task, domain, and general efficacy: A reexamination of the self-
efficacy scales. Psychological Reports, 72, 423-432.

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 APPENDIX A
Dear Respondent:

Good day!
I am conducting a study on Self-esteem, Self-efficacy and Academic Performance of the College
of Teacher Students of the Laguna State Polytechnic University, Los Baños Campus, Los Baños, Laguna
AY 2013-2014. Kindly respond to the questions below. Your answers will be treated with utmost
confidentiality.

Thank you very much!

Truly Yours,

ALBERTO D. YAZON
Researcher

Name: ________________________ Age: _____ Gender: ____ Civil Status: _________

Course/Year/Section: ____________ Major Field of Specialization (for BSEd):______________

SELF-ESTEEM SCALE

Direction. For each of the statements below, please indicate your level of agreement using the given
scale. Kindly put a check (√) mark on the box that corresponds to your answer.

5 – Strongly Agree 4 – Agree 3 – Moderately Agree 2 – Disagree 1 – Strongly Disagree

STATEMENTS 5 4 3 2 1
1. At times I think I am no good at all.
2. I take a positive view of myself.
3. All in all, I am inclined to feel that I am a failure.
4. I wish I could have more respect for myself.
5. I am able to do things as well as most other people.
6. I feel that I am a person of worth, at least on an equal basis with
others.
7. On the whole, I am satisfied with myself.
8. I feel I do not have much to be proud of.
9. I feel that I have a number of good qualities.
10. I certainly feel useless at times.

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 APPENDIX B

SELF-EFFICACY SCALE
Direction. To what extent each of the following statements tell about you? Kindly put a check (√) mark
on the box that corresponds to your answer.

4 – Exactly True 3 – Moderately True 2 – Barely True 1 – Not at all true

STATEMENTS 4 3 2 1
1. I can always manage to solve difficult problems if I try hard enough.
2. If someone opposes me, I can find a means and ways to get what I want.
3. It is easy for me to stick to my aims and accomplish my goals.
4. I am confident that I could deal efficiently with unexpected events.
5. Thanks to my resourcefulness, I know how to handle unforeseen situations.
6. I can solve most problems if I invest the necessary effort.
7. I can remain calm when facing difficulties because I can rely on my coping
abilities.
8. When I am confronted with a problem, I can usually find several solutions.
9. If I am in trouble, I can usually think of something to do.
10. No matter what comes my way, I’m usually able to handle it.

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 APPENDIX C

Republic of the Philippines

Laguna State Polytechnic University
Los Baños Campus
Los Baños, Laguna
September 13, 2013

LUCILA A. PERIA
University Registrar
LSPU-Los Baños Campus
Los Baños, Laguna

Dear Mrs. Peria:

Greetings of peace and prosperity!

I am currently conducting a research entitled “Self-esteem, Self-efficacy and Academic

Performance of College of Teacher Education Students of the Laguna State Polytechnic University, A.Y.
2013-2014”. This undertaking aims to determine if self-esteem and self-efficacy is significantly related to
students’ academic performance.

In line with this, I would like to request from your good office a copy of General Weighted
Average (GWA) of the attached list of CTE students. The GWA will serve as the basis of respondents’
academic performances which will be correlated to their self-esteem and self-efficacy scores. Rest
assured that the information you will provide will be treated with utmost confidentiality.

Your favorable response regarding this matter will greatly contribute to the success of this
research activity.

Thank you very much and God bless!

Respectfully yours,

Alberto D. Yazon
Researcher, CTE
Noted:

Consorcia S. Tan, Ed.D.

Associate Dean, CTE

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