THE COMBINED MEDIATING EFFECTS OF PROFESSIONAL COMMITMENT AND FAMILY PARTNERSHIP IN THE RELATIONSHIP BETWEEN SENSE OF COMMUNITY AND TEACHER EFFECTIVENESS

Authors

  • Melody L. Taping Teacher III, Salvacion Elementary School, Davao de Oro Division, Region XI, Department of Education, Philippines
  • Eugenio S. Guhao, Jr. DM, Executive Vice President for Academic Affairs, Dean- Professional Schools, Chief Academic Officer, University of Mindanao, Davao City, Philippines

DOI:

https://doi.org/10.46827/ejes.v13i10.7050

Keywords:

education, teacher effectiveness, sense of community, professional commitment, family partnership, double mediation analysis, public elementary school teachers, Philippines

Abstract

This study examined the combined mediating roles of Professional Commitment and Family Partnership in the relationship between Sense of Community and Teacher Effectiveness among public elementary school teachers in Region XI, Philippines. Using a quantitative, non-experimental design with a parallel mediation approach, data were collected from 414 teachers via validated, pilot-tested survey instruments. The data were analyzed using mean and standard deviation, Pearson correlation, and regression-based path analysis. The findings showed that Sense of Community, Professional Commitment, Family Partnership, and Teacher Effectiveness were generally rated high to very high. Significant positive relationships were found among the study variables. Sense of Community was significantly associated with Professional Commitment, Family Partnership, and Teacher Effectiveness, while Professional Commitment and Family Partnership were significantly associated with Teacher Effectiveness. Path analysis showed that the direct effect of Sense of Community on Teacher Effectiveness was not statistically significant. However, the total effect and the combined indirect effect through Professional Commitment and Family Partnership were significant, indicating a significant indirect relationship when the two variables were considered simultaneously as parallel mediators. The available results did not establish the specific indirect effects of Professional Commitment and Family Partnership separately; therefore, full mediation cannot be claimed for either mediator individually. The findings highlight the relevance of professional and school–family relational processes in understanding Teacher Effectiveness. The study contributes to Sustainable Development Goal 4 on Quality Education by providing evidence on factors associated with Teacher Effectiveness and to Sustainable Development Goal 8 on Decent Work and Economic Growth by highlighting professional commitment and supportive work relationships among teachers.

 

SDG #4: Quality Education; SDG #8: Decent Work and Economic Growth

Author Biographies

  • Melody L. Taping, Teacher III, Salvacion Elementary School, Davao de Oro Division, Region XI, Department of Education, Philippines

    Eugenio S. Guhao, Jr., DM, is currently an Executive Vice President for Academic Affairs, Dean of the Professional Schools, and a Chief Academic Officer of the University of Mindanao, Davao City, Philippines.

  • Eugenio S. Guhao, Jr., DM, Executive Vice President for Academic Affairs, Dean- Professional Schools, Chief Academic Officer, University of Mindanao, Davao City, Philippines

    Melody L. Taping is a Teacher III at Salvacion Elementary School, Salvacion, Monkayo, Davao de Oro, Philippines. She is a candidate for a Doctor of Education, major in Educational Management.

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Published

2026-10-04

Issue

Vol. 13 No. 10 (2026)

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Articles

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