This study sought the possible links between Appreciative Inquiry (AI) as a manner of questioning and Teacher Self-Efficacy (TSE) as a behavioral quality by examining how the focus questions Affirmative Topics of Discussion (ATD), Personal Values (PV), Peak Moments of Experiences (PME), and Future Vision of Success (FVS) used in AI correlate with the TSE levels of the teachers in Access Computer and Technical Colleges – Manila (ACTC-M) as a means of providing empirical evidence to education leaders considering AI as an intervention to enhance TSE in their schools. Hence, the problem statement: How do the responses of the teachers to the AI focus questions correlate with their level of self- efficacy? The participants of this study were the entire teacher population of 106 teachers in ACTC-M during the School Year 2018-2019. Data was gathered through the use of two instruments: The Appreciative Inquiry ‘ Teaching Effectiveness Influence Assessment Survey (AI-TE IAS) by Zarate, 2019 and the Teacher Self-Efficacy Scale (TSES) by Schwarzer, Schmitz, and Daytner, 1999. The gathered data were subjected to statistical analysis which resulted to following correlational coefficients with TSE: ATD .20; PV .24; PME .30; FVS .24; AI .31. This study offers the discovery that a positive association exists between AI and TSE.
Appreciative Inquiry; Teacher Self-Efficacy; Teacher Development