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1 Good afternoon, dear panel. I am pleased to present to you my thesis entitled
“Teachers’ Causal Attributions and the Academic Performance of Students”. This
is part and partial of the requirement for the degree Master of Arts in Education
major in Educational Management.
2 Self-efficacy of teachers as well as their social and emotional learning (SEL)
competences are predictors of their capacity to successfully manage the
classroom while simultaneously promoting the social-emotional well-being of
their pupils. This is according to research done by Yang in 2021.
3 Before the pandemic that had an effect on teachers, there was a lot of research
that proved that the self-efficacy of teachers and social and emotional learning
(SEL) competencies are predictors of their ability to manage the classroom
effectively while simultaneously increasing their students' social and emotional
well-being (Yang, 2021).
4 However, as a direct result of the quick change toward remote learning that was
caused by the pandemic, there is presently a paucity of published literature and
research studies that investigate how the experiences that teachers have had
teaching students online relate to their sense of self-efficacy in online settings.

Additionally, there is a need to investigate how the self-efficacy of online

teachers and their social-emotional learning abilities impact the amount of
compassion fatigue they experience when giving instruction via the internet.
5 As such this study, this descriptive correlational study aims to identify how
online teaching self-efficacy and social-emotional learning competencies
influence compassion fatigue among Senior High School teachers in the first
district of Bataan. Specifically, this study looked into the profile of the teachers in
terms of age, sex, marital status, years in service, educational attainment,
position, and relevant training attended. It also investigated the teacher’s causal
attributions in terms of self-efficacy, and social-emotional competencies along
with self-awareness, social awareness, social relationships and self-management,
and compassion fatigue. Finally, the level of the students’ academic performance
in terms of general point average was examined.
6 It also tested the relationship between the profile of the teachers and their causal
attributions and the relationship between the teachers’ causal attributions and the
level of academic performance of the students.
7 The respondents of the study were the four (4) school heads and eighty-nine (89)
Senior High School teachers who were selected from the following schools:
Bonifacio Camacho National High School, Hermosa National High School,
Samal National High School and Orani National High School (Main). The
respondents were selected using stratified random sampling. These senior high
schools were chosen since they are classified as big schools in their respective
district and have the largest number of students.

For this study, survey-questionnaire and document analysis were used as the
 primary research instruments to gather pertinent data that can help in the
generation of findings. School records were used to peruse the academic
achievement of the students in terms of general point average.

The data that gathered from the study were tallied and treated using appropriate
statistical methods. To describe the profile of the respondents, the frequency and
percentage count were utilized. To describe the causal attribution of the teachers,
mean and weighted mean were used. To present the academic performance of the
pupils, documentary analysis was used. To determine the relationship between
the profile of the teachers and their causal attribution, as well as the relationship
between the causal attribution and the academic performance of the pupils, the
Pearson Moment Correlation, Spearman’s ranked correlation, and Point Biserial
Correlation were used.
8 From the data gathered, it was revealed that most of the teachers are within the
early and middle adulthood stage or those people whose age ranges from 21 to 50
years old. Also, most of the teachers who served as respondents of the study and
are employed in the Department of Education (DepEd) are female. Likewise,
most of the teachers in the study have already established their own family
through marriage. In general, majority of the teachers have been in the service for
6 years to 10 years now. Generally, most of the teacher respondents are ranked
Teacher II which is categorically one notch higher than the entry teaching
position. Further, majority of the respondents have units in their master’s degree
program. Considering that most of these teachers are not neophytes in the service,
most of them have attended relevant trainings only once in the past years.
9 The composite mean of 4.35 when teachers (4.29) and school leaders (4.54) were
combined showed that teachers had a very high self-efficacy. It just implies that
teachers are confident in their teaching skills and concentrate on their students'
educational achievements by employing student-centered techniques and
promoting student autonomy. Teachers with strong self-efficacy can handle
students' educational problems, according to Adu, Tadu, and Eze (2015). Thus,
Kim and Seo (2018) noted that self-efficacy motivates teachers to teach.
10 The research found that teachers had strong social-emotional competences, self-
awareness, social awareness, social interactions, and self-management.

Teachers self-awareness extremely high, which means they can help students
realize their strengths and weaknesses. CASEL (2020) claims that teachers can
understand their emotions, ideas, and values and how these affect their behavior
in various academic situations. Teachers with strong self-awareness may teach
pupils self-preservation, self-determination, and self-advocacy.

The composite mean of 4.41 shows that teachers have strong social awareness.
Teachers with a high social awareness competence can empathize with others and
understand things from their perspective, as well as identify and appreciate
individual and group diversity, according to CASEL (2020). Since they manage
the feelings of students and help the school's administrators and support staff, the
study's teachers are socially aware.
 The table also shows that teachers had a composite mean of 4.38 in social
connection competence. Cooperation in the classroom allows teachers to build
and maintain positive connections with students. Social relationships matter in
the classroom and between learners and their teachers. Tipton-Fisler et al. (2020)
noted that social relationships are the foundation of the teaching profession
because teachers must build relationships with students, parents, and colleagues.

Meanwhile, the composite mean of 4.32 indicates that teachers were very
competent in self-management. Teachers (4.27) and principals (4.20) considered
it extremely competent. It suggests teacher respondents can manage their
emotions to handle stress and obstacles while setting and tracking their personal
and academic goals. Arcelay-Rojas (2019) noted that teachers who can self-
manage are better able to complete their work and stay focused in the classroom.
Self-managing teachers can better regulate themselves.

11 The composite mean of 3.65 showed that teachers experience significant

compassion fatigue, with teachers evaluating it 3.60 and school administrators
3.86. This shows that teacher know their students' difficulties and challenges.
Ziaian-Ghafari and Berg (2019) noted that compassion fatigue might result from
a teacher's overinvestment in their students lives. COVID19 may have sparked
teacher's active participation in their students' lives. Even in online or modular
classrooms, teachers were hands-on in assigning chores and acting as second
parents. Throughout the pandemic and following, children shared with their
teachers their difficulties.
12 The students have a very satisfactory level of academic performance as
manifested by their general point average (GPA) of 85.44.
13 While teacher’s age is significantly correlated with their self-efficacy, their
educational attainment and position are significantly correlated with self-efficacy
and socio-emotional competencies. Educational attainment is significantly
correlated with the overall causal attribution and the other profiles are not
significantly correlated with any of the causal attribution nor to the overall mean.

The said finding supported the study of Cefai et al. (2018) who explained that
teachers with post-graduate degrees report higher levels of compassion
satisfaction and less compassion fatigue since they have better interpersonal
skills, are better at planning lessons, and have greater subject-matter expertise, all
of which contribute to improved test results for their students.

The r-value of.238 is significant at the.05 level, showing that effectiveness is

associated with age. This shows that older teachers can better attribute causality.
Most of the teachers in the research are early and middle adulthood, so their
maturity and self-efficacy match. Ismail, Arshad, and Abas (2018) said that
teachers effectiveness may be impacted by age, therefore their ability to transmit
knowledge influences students school performance. Older teachers are seen to be
better at classroom management and guiding teaching, which impacts student
 academic achievement. Lesha (2017) showed that teachers age and self-
confidence are related.

The respondents' educational attainment and teaching jobs are substantially

connected with "efficacy," with correlation values of.256 and.209, respectively,
and significant at.05. These two factors likewise had correlation values of.252
and.223 with "emotional" at the 0.05 level. Abanilla and Caliboso (2021) found a
high link between teacher effectiveness and student achievement.
Sex, marital status, years in service, and appropriate training did not affect
teachers' causal attribution. This research contradicted Abanilla and Caliboso's
(2021) results that teachers marital status is strongly correlated with their
responsibilities as "second parents" in their students.

14
All aspects of teachers causal attribution affect students' academic success. Both
Pearson r and Spearman's tests show that teachers emotions are the most
associated causative factor in students' academic success.

The association between teacher self-efficacy and students' academic

performance shows that self-efficacy is an essential cognitive trait and a highly
inspirational idea that inspires students to learn and improves their academic
performance. It's a crucial cognitive attribute that affects students performance.

However, teacher compassion fatigue and student academic achievement are

intriguingly linked. Many research show that teacher's compassion fatigue and
student academic achievement are inversely related. According to Duraku and
Hoxha (2020), more compassion fatigue causes teachers to perform poorly, which
may lower student academic achievement.

In conclusion, a teacher's causal attribution and students' academic achievement

corroborate Stillman et al. (2018)'s claim that students need social and emotional
skills. These qualities include understanding and regulating emotions, setting
positive objectives, showing empathy and compassion, building and maintaining
healthy relationships, and making good choices. Academic and personal
achievement need such skills.

15 Based from the findings of the study, the following conclusions were made:
1. Teachers are middle adult novice professionals, mostly female, married,
have MA units, are ranked as Teacher II and have attended very minimal
relevant trainings and seminar.
2. The teacher have a very high level self-efficacy and social-emotional
competencies and high compassion fatigue.
3. The students have a very satisfactory academic performance.

16 1. The educational attainment of teachers is significantly correlated with

their overall causal attribution while the other profiles are not significantly
 correlated with any of the causal attribution.
2. Teachers’ causal attributions like self-efficacy, socio-emotional
competencies and compassion fatigue influence the academic
performance of the students.
3. School administration may have an important role in increasing teacher’s
self-efficacy and socio-emotional competencies and management of
compassion fatigue.

17 Based from the conclusions made from the study, the following recommendations
were put forward:
1. School administration should provide teachers with in-service
professional development and continuing professional education program
to improve and develop their skills, knowledge and attitude in teaching.
2. To improve the academic performance of the students, the school should
provide them after-class intervention program especially to those students
who are not excelling academically.
3. To increase teacher’s self-efficacy, programs aimed at supporting teachers
can be developed to offer practical experiences for teachers to bridge the
gap between the theoretical concepts taught in teacher training programs
and the practical application of teaching in the classroom.

18 1. The school may consider implementing a social-emotional learning (SEL)

curriculum, allowing teachers the opportunity to engage in activities
aimed at enhancing their own social-emotional competencies and
facilitate the creation of a supportive network of teachers and schools.
2. School administrators may proposed a Social and Emotional Learning
(SEL) program that will cultivate the social and emotional competencies
of teachers. The program will aim to enhance competencies in the five
dimensions of Social and Emotional Learning (SEL) as identified by the
Collaborative for Academic, Social, and Emotional Learning (CASEL),
namely self-awareness, self-management, social awareness, relationship
skills, and self-management.
3. School administrators should provide teachers with a feasible self-care
plan and an intervention program aimed at reducing compassion fatigue to
enable them to develop a sense of self-awareness and receive education
that promotes their overall well-being.

19 Thank you very much for listening.