Vol-08 Issue 11, November -2024 ISSN: 2456-9348 Impact Factor: 7.936 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [367] SELF-EFFICACY FRAMEWORK AMONG ARABIC TEACHERS Gaudencio G. Abellanosa Caren A. Nisnisan Liza Mae M. Maon Nelmar G. Crausos Elaine Jubailyn Mocsanat Carlito B. Loro College of Development and Management, University of Southeastern Philippines-Mintal Campus, Mintal, Davao City 8000, Philippines ABSTRACT The value of education remains steadfast through the test of time and the effectiveness of the educators plays a significant role in this. This study investigates the self-efficacy framework among Arabic educators in Davao del Norte, Philippines. Grounded in Bandura's (1997) self-efficacy theory, the research examines how teachers' ability to foster student achievement is shaped by their individual experiences, professional development, and cultural context. A total of 150 Arabic teachers were identified as respondents. Through the rotated component matrix of the Exploratory Factor Analysis (EFA), two (2) were discarded out of the thirty (30) questions and it revealed eight (8) dimensions, including decision-making and resilience, supportive learning environments, behavioral management, parental involvement, resourcefulness and collaboration, School Resources and Instruction, and community engagement. Keywords: Self-efficacy, decision-making and resilience, creation of supportive learning environments, behavioral management, parental involvement, resourcefulness and collaboration, School Resources and Instruction, and community engagement INTRODUCTION Teachers face daily challenges in selecting effective teaching methods for students, particularly in reading. These obstacles are primarily due to a theoretical attitude towards reading and the influence of literacy theories, beliefs, and personal opinions on the reading process and student acquisition (Alfayez, 2022). Arifa and Faruq (2021) found that the most popular research themes among students were textbooks, Arabic speaking skills, linguistics, and vocabulary. However, the Arabic language teaching community and educators have unintentionally overlooked the psychological aspects of teaching Arabic. It was discovered that when educators possessed the self-efficacy skills necessary for the development of literacy, their pupils improved in literacy-related abilities. In 2005, the Saudi Ministry of Education introduced a new curriculum incorporating Arabic language proficiency in elementary and intermediate grades. However, teachers were unprepared and held differing opinions on the curriculum implementation, affecting instructional methods, school objectives, and aims for their students Alnahdi, Saloviita, & Elhadi (2019). According to Sali and Marasigan (2020), the Department of Education (DepEd) in the Philippines' Arabic Language and Islamic Values Education (ALIVE) program needs proficient Madrasah instructors, or Asatidz, to be the primary program implementers. The Asatidz are supposed to be curriculum designers, planners, implementers, and assessors who are cognizant of the educational approaches and subject matter that students will be using. In the context of the Arabic language, although many “hafiz and hafizah” can easily recall the Quran, it is clear that the majority of pupils still struggle with it. Even more, kids who study Arabic are still unable to learn the language proficiently. This occurs because they lack the confidence and enthusiasm necessary to learn Arabic. Consequently, they are unable to fully study Arabic because of their lack of energy, and effort. The effects of this issue cause pupils to struggle academically, and eventually they are unable to show their abilities Mohd, et al. (2019). Teachers' self-efficacy is unquestionably crucial as they should not only give information or evaluate the connection and influence without fully implementing it to the students. Self-efficacy, as defined by Bandura