Challenges, Coping Strategies, and Skills of Out-of-Field Physical Education Teachers as Mediated by Self-Efficacy

This study aims to discern the challenges, coping strategies, and skills utilized by out-of-field teachers handling MAPEH subjects to determine self-efficacy mediates the relationship between the Challenges, coping strategies, and skills. The respondents rated moderate agreement on their challenges from initial to novice teachers. Moderate agreement assessment of the respondents on their challenges regarding ongoing teaching-learning. The assessment of the respondents as to the challenges they encountered in terms of professional development was verbally interpreted as moderately agree. The agreement from the respondents on their coping strategies utilized as to content knowledge. The respondents agreed that they utilize the indicated coping strategies. The respondents agreed that they utilized careful guidance as one of the strategies as out-of-field teachers. The respondents agreed on attentive leadership as a strategy for the out-of-field teacher. The assessment of the respondents on their human skills was verbally interpreted as agreeing. The hard skill is interpreted as agreed by the respondents. The overall level of the respondents' performance in terms of self-efficacy is verbally interpreted as agreed. There is a significant relationship between coping strategies and self-efficacy variables. On the one hand, a moderate to strong relationship is seen between variables. Thus the research null hypothesis is rejected. There is a significant relationship between coping strategies and performance variables. A moderate to strong relationship was seen between variables; hence, the research null hypothesis is partially sustained. Findings revealed that Self-Efficacy constructs do not mediate the relationship between Challenges and Performance. On the other hand, Self-Efficacy could explain the variations in Coping Strategies and Performance Scores. It led to the acceptance of the research null hypothesis.