This study is anchored on the Self-Efficacy theory by Albert Bandura which is defined as

the individual’s belief that one has the necessary abilities to perform a task, fulfil role

expectations, or meet challenging situation successfully. When a person has a high

sense of self- efficacy it means that a person has a high sense of competence.

Bandura (1977) has defined it as an intellectual activity by which one forges

one's beliefs about his or her ability to achieve a certain level of accomplishment.

Teacher efficacy is considered a future-oriented motivational construct that reflects

teachers’ competence beliefs for teaching tasks. A teacher with high self-efficacy tends

to exhibit greater levels of enthusiasm, be more open to new ideas, more willing to try a

variety of methods to better meet the needs of their students, and more devoted to

teaching. And they tend to be less judgmental of students and work longer with a

student who is struggling (Safford, 2005).

Bandura as cited by Kanter (2006) said that self-efficacy was developed from

four main sources namely Past Experience (serving as an indicator of capability),

Vicarious Experience (modeling and observation of techniques), Verbal Persuasion

(verbal influences in your perceived capabilities) and Emotional Cues (associated with

perceived capability that influence the process and outcomes of the task attempted).

According to Bandura, the most important source of self-efficacy is past experiences

(Kanter, 2006). In a study conducted where the respondents are the Iranian EFL

teachers, the result was there is a positive correlation between the Self- Efficacy and
teachers’ years of teaching. Tsui contended that years of teaching experience is a factor

that builds teachers’ efficacy (1995, as cited by Ghanizadeh, 2011).

Bandura (1995) postulated that age would not correlate with efficacy due to

various routes in life that cause people to vary greatly in how efficaciously they manage

their lives. Imants and De Brabander (1996) also contended that among the factors

influencing teacher self- efficacy, age does not seem to play any significant role. But, in

a research conducted by Ghanizadeh (2011), the result was there is a positive

correlation between self-efficacy and age which means that the older the teachers, the

higher is their sense of self-efficacy.

The task of creating a conducive learning environment rests heavily on the talents and
self- efficacy of the teachers. Those who have a high sense of self- efficacy about their

teaching capabilities can motivate their students and enhance their cognitive

development (Bandura, 1994).

 THEORY SEX EDUCATION

Self-Efficacy Theory

by Albert Bandura DepEd's Comprehensive Sex Education

Readiness Theory

by Bryan Weiner

Etc.

Junior High MapehTeachers

 Age
 Gender
School School
 Trainings and Seminars
attended
 Number of Years Teaching
 Highest Educational
Attainment

Readiness of the Teachers

Title
Statement of the Problem

This study investigated the self-efficacy and the level of readiness of selected

high school teaching Junior High.

Specifically, it sought to answer the following sub-problems:

1. What is the profile of the English Teachers in terms of:

1.1) age;

1.2) gender;

1.3) school;

1.4) number of years teaching;

1.5) highest educational attainment; and

1.6) trainings and seminars attended?

2. What is the level of the teachers’ self-efficacy?

3. What is the level of readiness of the public teachers on teaching the DepEd's

Program Comprehensive Sex Education

4. Is there a significant relationship between the respondents’ Readiness and their:

a. age; and

b. number of years teaching?

5. Is there a significant relationship in the teachers’ self-efficacy and readiness in

teaching the comprehensive sex education program

Social Learning Theory

Social Learning Theory (SLT) has been applied to sexuality education as well as
many other areas of health education, including tobacco use prevention, substance
abuse prevention and violence prevention. Since SLT aims to change behavior in
participants, it is a good fit for prevention-based sexuality program. Example, those
that aim to prevent pregnancy by preventing sexual involvement or increasing
condom use — as opposed to more comprehensive family life programs. SLT is a
particularly good fit for pregnancy, STI and HIV prevention programs because teens
receive few, if any, positive models for healthy sexual behavior. Modeling positive and
healthy sexuality-related behavior to youth is extremely important. Because sexual
behaviors often happen in private settings, much of what youth observe modeled about sex
takes place on TV and in movies, popular music and magazines. The majority of this
modeled behavior — early sexual activity, violence combined with sex, no mention of
protection, no discussions about risks — is counter to what family life educators are trying
to teach youth. It provides youth with behavioral skills practice. Youth actually
practice the skills. Example, saying "no" to pressure to have sex, or putting on a
condom — that they will use in their real lives. In the area of sexuality, teens often
do not get a chance to "practice" these prevention skills before they are in the
actual situations where they need them.

theory of planned behaviour (abbreviated TPB) is a theory that links one's beliefs
and behaviour.

theory states that intention toward behaviour, subjective norms, and perceived behavioural
control, together shape an individual's behavioural intentions and behaviours.

The Theory of Planned Behaviour (TPB) is an extension of

the Theory of Reasoned Action (TRA) (Fishbein & Ajzen
1975, Ajzen & Fishbein 1980). Both models are based on the
premise that individuals make logical, reasoned decisions to
engage in specific behaviours by evaluating the information
available to them. The performance of a behaviour is
determined by the individual’s intention to engage in it
(influenced by the value the individual places on the
behaviour, the ease with which it can be performed and the
views of significant others) and the perception that the
behaviour is within his/her control. In RA a TPB model based
on attitudes, social support, self efficacy and intention was
moderately successful in predicting and explaining self
management of arthritis (Strating et al 2006). Whilst no
validated questionnaires are available, a comprehensive
guide to developing measures of TPB components is given
in Ajzen (1991). A challenge in TPB measurement is the
difficulty in conceptualising and capturing attitudes.