Academic Self-efficacy of the College of Education Students and their Implications to Academic Workload

- This study examined the academic self-efficacy of the college of education students and its implications to their academic workload of all levels of BEEd and BSEd Science. The study utilized random sampling to collect data from 247 participants across different academic levels, genders, and said programs. In line with this, the study pursued to determine the significant difference in the level of students’ academic self-efficacy when grouped according to demographic profile. The findings of this research served as the foundation for developing an implication that academic workload may be crafted to uplift students’ self-efficacy. This study utilized a quantitative research design and collected data through online generated survey questionnaires for the data analysis. The findings indicate that education students have a positive mindset and they believe in their ability to learn and succeed academically. Students also exhibit fair self-efficacy in managing curricular activities and time. Positive teacher-student relationships, effective resource utilization, peer interactions, and goal orientation positively influence students' academic self-efficacy. Developing effective coping mechanisms for handling challenges is important. Overall, the study highlighted the importance of fostering a positive learning environment, providing support and guidance, and promoting effective coping strategies to enhance students' academic self-efficacy and improve their performance.