Main Article Content
This study examined the relationship between self-efficacy and anxiety levels of secondary teachers in public and private institutions handling subjects unrelated to their majors in their baccalaureate. The study used a quantitative method and a descriptive design to collect data to determine the phenomenon under study. Fifty-five secondary teachers from public and private schools were selected randomly to participate in this study. Significantly, the results showed that there is a significant correlation between self-efficacy and anxiety. Self-efficacy levels of the surveyed teachers garnered a weighted mean of 3.80 with the interpretation of high self-efficacy and a 2.85 weighted mean for the anxiety level. The data gathered presented Pearson’s Coefficient -.379**, which could be interpreted as both variables having significant correlations and rejecting the null hypotheses. Results hereof will be shared with the administrators, teachers, and other parties concerned. These results importantly point to the significant relationship between self-efficacy and anxiety. School administrators may use this as a guide to emphasize the influence of gaining self-efficacy and having low or average anxiety levels in teaching or handling subjects unrelated to undergraduate specialization.