THE MEDIATING EFFECT OF PASSION FOR TEACHING ON THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT STRATEGIES AND SELF-EFFICACY OF PUBLIC SCHOOL TEACHERS
DOI:
https://doi.org/10.46827/ejes.v12i11.6384Paraules clau:
education, passion for teaching, classroom management strategies, self-efficacy, mediating effect, public elementary school teachers, PhilippinesResum
The main thrust of this study was to find out the mediating effect of passion for teaching on the relationship between classroom management strategies and the self-efficacy of teachers. Using a quantitative non-experimental descriptive-correlational research design, data were obtained from 306 public elementary school teachers of Don Marcelino District, Jose Abad Santos 1 District, Jose Abad Santos 2 District, Malita North District, Malita West District, and Sta. Maria East District, of the Schools Division of Davao Occidental, Philippines. The researcher utilized a stratified sampling technique and a survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that teachers have a very high level of classroom management strategies, self-efficacy, and passion for teaching. Also, results revealed significant relationships between classroom management strategies and self-efficacy, classroom management strategies and passion for teaching, and passion for teaching and self-efficacy. Further, it was revealed that there was a partial mediation effect of passion for teaching on the relationship between classroom management strategies and self-efficacy. It implies that the passion for teaching conveys classroom management strategies.
SDG Indicators: #4 (Quality Education), #10 (Reduced Inequalities)
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