INSTRUCTIONAL LEADERSHIP AND TEACHER EMPOWERMENT: A PREDICTION MODEL ON TEACHER EFFICACY IN PUBLIC SCHOOLS

The purpose of this study was to determine instructional leadership and teacher empowerment: a prediction model on teacher efficacy in public schools. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 256 respondents who are public elementary teachers in Cateel 1 and 2, province of Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there is a very high level of instructional leadership, teacher empowerment, and teacher efficacy. Also, results revealed that there is a significant relationship between instructional leadership and teacher efficacy and a significant relationship between teacher empowerment and teacher efficacy. Further, instructional leadership and teacher empowerment significantly predict teacher efficacy of public school teachers.  Article visualizations

TEACHER’S PERSONALITY AND SCIENCE TEACHING COMPETENCE: THE MEDIATING EFFECT OF SCHOOL CLIMATE AMONG PUBLIC SCHOOL TEACHERS

The purpose of this study was to determine the mediating effect school climate on the relationship between teacher personality and teacher competence.  Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers among public elementary schools in Cateel (1 and 2 districts) Baganga, and Boston province of Davao Oriental. The researcher utilized a total population sampling technique and a face-to-face survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using Sobel z-text. From the results of the study, it was found that there is a high level of teacher’s personality and science teaching competence. Moreover, there is a very high level of school climate. Also, results revealed that there is a significant relationship between teacher’s personality and science teaching competence, a significant relationship between teacher’s personality and school climate, and a significant relationship between school climate and science teaching competence. Further, school climate has a partial mediating effect on the relationship between teacher’s personality and the science teaching competence of public school teachers.  Article visualizations

STRESS PROFILE FOR TEACHERS AND EMOTIONAL INTELLIGENCE: A PREDICTION MODEL ON WORK-LIFE BALANCE

The purpose of this study was to determine the stress profile for teachers, emotional intelligence: a prediction model of work-life balance. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 256 respondents who are public elementary schools in Cateel, 1 and 2, province of Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there is a moderate level of stress profile. There is a high level of emotional intelligence and work-life balance. Also, results revealed that there is a significant relationship between stress profile and work-life balance and a significant relationship between emotional intelligence and work-life balance. Further, stress profile and emotional intelligence significantly predict work-life balance.  Article visualizations

TRANSFORMATIONAL LEADERSHIP OF SCHOOL HEADS AND SELF-REGULATION: THE MEDIATING ROLE OF TEAMWORK SKILLS IN PUBLIC SCHOOLS

The purpose of this study was to determine the mediating role of teamwork skills on the relationship between transformational leadership of school heads and self-regulation of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 256 respondents of the study who are teachers among public elementary schools in Cateel 1 and 2, province of Davao Oriental. The researcher utilized a stratified random sampling technique and an online 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 there is a very high level of transformational leadership, self-regulation, and teamwork skills. Also, results revealed that there is a significant relationship between transformational leadership and self-regulation, a significant relationship between transformational leadership and teamwork skills, and a significant relationship between teamwork skills and self-regulation. Further, teamwork skills have a partial mediating effect on the relationship between the transformational leadership of school heads and the self-regulation of teachers in public schools.  Article visualizations

THE MEDIATING EFFECT OF INTERPERSONAL COMMUNICATION ON THE RELATIONSHIP BETWEEN THE SELF-EFFICACY AND WORK ENGAGEMENT OF PUBLIC ELEMENTARY SCHOOL TEACHERS

The purpose of this study was to determine the mediating effect of interpersonal communication on the relationship between the self-efficacy and work engagement of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers among public elementary schools in Baganga North and South District, province of Davao Oriental. The researcher utilized the Raosoft software for determining the number of respondents and an online 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 there is a very high level of self-efficacy, work engagement, and interpersonal communication among teachers. Also, results revealed that there is a significant relationship between self-efficacy and work engagement of teachers but showed no significant relationship between self-efficacy and interpersonal communication of teachers and between interpersonal communication and work engagement of teachers. Also, interpersonal communication has no significant mediating effect on the relationship between the self-efficacy and work engagement of teachers in public elementary schools.  Article visualizations

THE MEDIATING EFFECT OF WORK ENGAGEMENT ON THE RELATIONSHIP BETWEEN THE LEADERSHIP BEHAVIORS AND TEAM EFFECTIVENESS AMONG PUBLIC ELEMENTARY TEACHERS

The purpose of this study was to determine the mediating effect of work engagement on the relationship between the leadership behaviors of school heads and the team effectiveness of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers among public elementary schools in Baganga North and South Districts, province of Davao Oriental. The researcher utilized a stratified random sampling technique and an online 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 there is a very high level of leadership behaviors of school heads, team effectiveness, and work engagement of teachers. Also, results revealed that there is a significant relationship between leadership behaviors of school heads and team effectiveness of teachers, a significant relationship between leadership behaviors and work engagement of teachers, and a significant relationship between work engagement and team effectiveness of teachers. Further, work engagement has a partial mediating effect on the relationship between the leadership behaviors of school heads and the team effectiveness of teachers among public elementary schools.  Article visualizations

THE MEDIATING ROLE OF PSYCHOLOGICAL WELL-BEING ON THE RELATIONSHIP BETWEEN SCHOOL ORGANIZATIONAL CLIMATE AND ORGANIZATIONAL CITIZENSHIP BEHAVIOR IN PUBLIC SCHOOLS

The purpose of this study was to determine the mediating role of psychological well-being on the relationship between school organizational climate and organizational citizenship behavior in public schools. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 256 respondents of the study who are teachers among public elementary schools in Cateel 1 and 2, Davao Oriental. The researcher utilized a stratified random sampling technique and an online 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 there is a very high level of school organizational climate, organizational citizenship behavior, and psychological well-being. Also, results revealed that there is a significant relationship between school organizational climate and organizational citizenship behavior, a significant relationship between school organizational climate and psychological well-being, and a significant relationship between psychological well-being and organizational citizenship behavior. Further, psychological well-being has a partial mediating effect on the relationship between school organizational climate and organizational citizenship behavior in public schools.  Article visualizations

PATERNALISTIC LEADERSHIP OF SCHOOL HEADS AND THE ORGANIZATIONAL COMMITMENT OF TEACHERS

The primary goal of this research is to identify the aspect of school administrators' paternalistic leadership style that has the most impact on public school teachers' dedication to their organizations. Three hundred primary and secondary school teachers from Cateel 1, Davao Oriental, were surveyed using a quantitative, non-experimental approach with a correlational technique. Mean, Pearson, and regression analysis were the statistical techniques used by the researcher, who employed the universal sampling technique and collected data through personal interviews. The study's findings indicate that school administrators exhibit some fatherly influence, and educators demonstrate high dedication to the organization. The results also strongly correlate paternalistic leadership styles and employees' dedication to their organizations. A domain that appeared as the most influential predictor of paternalistic leadership on organizational commitment was humanitarian leadership. This means that leaders who are genuinely concerned about the well-being of their followers act in a way that serves the majority of their followers or the greater good. The results point to a course of action: enhancing teachers' commitment and moral leadership. This program, if implemented effectively, holds the potential to significantly improve school administrators' leadership skills and the dedication of classroom teachers, offering a promising outlook for the future.  Article visualizations

THE MEDIATING ROLE OF COGNITIVE FLEXIBILITY ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC SELF-REGULATED LEARNING OF SENIOR HIGH SCHOOL STUDENTS

The purpose of this study was to determine the mediating role of cognitive flexibility in the relationship between emotional intelligence and academic self-regulated learning. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 267 respondents of the study who are learners among public elementary schools in Cateel 1 and 2, Davao Oriental. The researcher utilized a stratified random sampling technique and an online 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 there is a very high level of cognitive flexibility, emotional intelligence, and academic self-regulated learning. Also, results revealed that there is a significant relationship between emotional intelligence and academic self-regulated learning, a significant relationship between emotional intelligence and cognitive flexibility, and a significant relationship between cognitive flexibility and academic self-regulated learning. Further, it was revealed that there is a partial mediating effect of cognitive flexibility on the relationship between emotional intelligence and academic self-regulated learning.  Article visualizations