Assessment of Laboratory Management Practices and Their Impact on the Academic Self-Efficacy of In-Service Teachers Enrolled in Technical-Vocational Education Programs at NEUST

Effective laboratory management is essential in Technical-Vocational Education (TVE) as it supports experiential learning, skills development, and academic confidence among in-service teachers. This study examined the relationship between laboratory management practices and academic self-efficacy among in-service teachers enrolled in the Master of Arts in Teaching–Technical-Vocational Education (MAT-TVTE) program at Nueva Ecija University of Science and Technology (NEUST) Graduate School. A quantitative descriptive-correlational research design was employed involving 85 in-service teachers selected through simple random sampling. Data were collected using a researcher-developed questionnaire assessing laboratory management practices in terms of planning and scheduling, equipment maintenance, inventory control, supervision and utilization, safety management, and waste management, as well as academic self-efficacy in terms of mastery experiences, vicarious experiences, social persuasion, and physiological/affective states.

Findings revealed that respondents demonstrated very high laboratory management practices, with supervision and utilization obtaining the highest weighted mean (WM = 4.80). Respondents also exhibited a high level of academic self-efficacy, with social persuasion obtaining the highest weighted mean (WM = 4.82). Furthermore, a statistically significant strong positive relationship was found between laboratory management practices and academic self-efficacy (r = .637, p < .001).

The findings suggest that effective laboratory management practices contribute significantly to enhancing the confidence, motivation, and academic performance of in-service teachers in Technical-Vocational Education programs. The study underscores the importance of strengthening laboratory management systems, professional development programs, and supportive learning environments to further improve academic self-efficacy among graduate school learners.