Teachers’ Psychological Empowerment, Self-Efficacy, And Classroom Management Practices

This study explored the relationship between teachers’ psychological empowerment, self-efficacy, and classroom management practices in the Schools Division of Antique during the school year 2024–2025. Employing a descriptive-correlational research design, the study aimed to determine the levels of psychological empowerment, self-efficacy, and classroom management practices, and to examine the relationships among these variables. The respondents were 365 public school teachers selected through stratified random sampling. Data were collected using a validated researcher-developed questionnaire assessing psychological empowerment (meaning, competence, self-determination, impact), self-efficacy (instructional strategies, classroom management, student engagement), and classroom management practices (discipline, organization, learner involvement). Results indicated high levels of psychological empowerment, self-efficacy, and classroom management practices among teachers. Significant positive relationships were observed between psychological empowerment and classroom management, as well as between self-efficacy and classroom management. Multiple regression analysis showed that psychological empowerment and self-efficacy jointly predict classroom management practices, with self-efficacy emerging as the stronger predictor. These findings suggest that teachers who feel empowered and confident are more effective in managing classrooms and fostering positive learning environments. The study concludes that strengthening teachers’ psychological empowerment and self-efficacy is essential for enhancing classroom management practices. It recommends that school administrators implement supportive leadership, professional development, and teacher well-being programs to sustain effective classroom management and overall teaching effectiveness.