#classroom learning environment

The main objective of the study was to determine the best-fit path model on student selfefficacy in a quantitative, non-experimental research design utilizing the goodness of fit statistics. There were three exogenous variables, namely: parenting practices, classroom learning environment, and interpersonal support while the endogenous variable was self-efficacy administered to 300 randomly selected senior high school (grade 12) students in Southern Mindanao Region, Philippines. Findings showed very high level of parenting practices, very high level of classroom learning environment, high level interpersonal support, and high level in selfefficacy. Further, significant correlations were obtained between parenting practices and selfefficacy, classroom learning practices and self-efficacy, and interpersonal support and selfefficacy. Comparatively, among the three generated path models, model 3 was considered the best-fit path model considering that all the eight indices were within the standard threshold. Among the three exogenous variables, only two, namely: parenting practices and interpersonal support, had direct causal relationship with student self-efficacy. However, the exogenous variable, classroom learning environment, was being influenced by parenting practices and interpersonal support. The present study emphasizes the need for students to be provided with external support, be it, parental and/or interpersonal, to attain the self-efficacy for better scholastic performance. School administrators should bear in mind to enhance school-parentalcommunity partnerships to create a conducive learning environment.

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