Becoming a Teacher: Grit, Sense of Efficacy, and Academic Performance of Pre-Service Teachers

Abstract

Beyond academic achievement, effective teaching requires confidence and perseverance. This descriptive correlational-quantitative study examined the level of grit, sense of efficacy, and academic performance among 125 pre-service teachers from a state university in the Philippines. Grit and sense of efficacy were measured using standardized instruments. Academic performance was assessed based on the general weighted average (GWA). Results revealed that the respondents exhibited a moderate level of grit (M=3.25, SD=0.39), with mean scores of 3.22 (SD=0.38) for Consistency of Interest and 3.29 (SD=0.49) for Perseverance of Effort. The participants demonstrated a high sense of efficacy (M=8.04, SD=0.74), particularly in student engagement (M=8.08, SD=0.77), instructional strategies (M=8.05, SD=0.76), and classroom management (M=7.99, SD=0.77). Moreover, the respondents attained a Very Good level of academic performance with a mean GWA of 89.41 (SD=3.09). Findings indicated no significant differences in grit, sense of efficacy, and academic performance when grouped according to sex, age, and academic program (p > .05). Likewise, no significant relationships were found between grit and academic performance (r=0.129, p=0.076), sense of efficacy and academic performance (r=-0.046, p=0.063), and grit and sense of efficacy (r=0.138, p=0.063). The study recommends strengthening teacher preparation programs through targeted interventions that cultivate perseverance, self-efficacy, and holistic professional development.