Abstract
Self-Efficacy findings on teaching-learning process could help improve instructional and institutional policies. This study identified the level of self-efficacy of young social educators (n=155, 86.59%) in a public higher education in the Philippines along eight of its areas using a modified survey instrument. Findings revealed that the respondents are ‘Highly Confident’ in all areas of interest, except for enlisting parental and community support. The respondents believed they are most able in their social self-efficacy like making and keeping friends, working well in group, and carrying on communications with others despite the online learning set-up, while being ‘Moderately Confident’ to ask their siblings, parents, and the community to help them in their ‘online struggles’ in the set-up they are in. These findings suggest that online learning did not limit the digital socialization between and among the students through the use of technology, but it raised several limitations on the part of the respondents to ask anyone ‘outside this online community of classmates and friends’ to help them. The belief that parents and communities are vital partners in educating the young is expected to initiate strategies and mechanisms, on the part of school administrators, to address this urgent concern in online learning.
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