Student connectedness refers to students’ adhered assumptions that the people in their school genuinely care about their education and those students who feel connected to their school are more likely to engage in healthy behaviors and achieve educational success. This study determined the mediating effect of school climate on the relationship between classroom management of teachers and student connectedness of Senior High School students. It utilized quantitative non-experimental descriptive correlational research and applied the mediation analysis with 300 samples from Grade 12 students. It used a stratified random sampling technique. The statistical tools used in this study are Mean, Pearson R, and Path Analysis. The information was gathered from respondents using modified survey questionnaires which were subjected to content validity and reliability testing. The findings revealed that the manifestations of school climate, classroom management of teachers, and student connectedness of senior high school students are evident most of the time. Furthermore, there were significant interrelationships between these variables. The findings proved that the school climate on the relationship between classroom management of teachers and student connectedness of senior high school students has a partial mediation. Accordingly, the higher the teacher’s classroom management, the more connected the students are, and this positive relationship can be affected significantly by the mediating interventions of the school climate. Keywords: School Climate, Classroom Management of Teachers, Student Connectedness, Senior High School Students, Mediation Analysis
The study was conducted to determine the singular and combined influence of instructional leadership and organizational socialization on teacher’s self-efficacy among teachers in Santo. Tomas West District in the Division of Davao del Norte. Quantitative non-experimental research utilizing descriptive correlational research design was used in this study with a sample of 334 permanent elementary public-school teachers selected from 10 schools in Santo. Tomas, West District, Division of Davao del Norte. The researcher used three sets of adopted research questionnaires answered by the respondents. Data analysis tools used were weighted mean, Pearson-r and regression analysis to test the hypotheses. The descriptive equivalent of Very High was given to the level of independent instructional leadership. According to the findings, curriculum implementation had the greatest mean with a very high descriptive equivalent, whereas maximizing instructional time had the lowest mean with a very high descriptive equivalent.
Socialization boosts employees’ motivation. It gives numerous opportunities to improve their work habits, sense of teamwork, and information sharing. This study determined the mediating effect of ethical climate on the relationship between interpersonal support and socialization among public secondary school teachers. This utilized quantitative non-experimental descriptive correlational research and mediation analysis with 300 samples from public school teachers. With stratified random sampling technique, it utilized statistical tools such as Mean, Pearson R, and Path Analysis. The authors used modified adopted survey questionnaires subjected to content validity and reliability testing. The study’s findings demonstrated that public school teachers’ ethical climate, interpersonal support, and socialization are high. Furthermore, there is a significant interrelationship between the three variables and there is a significant partial mediation of ethical climate between interpersonal support and socialization among public secondary school teachers. The result indicates that the ethical treatment of individuals towards others is essential to create an advanced degree of socialization. Accordingly, the more ethical and supportive the environment is the more possibilities for socialization. Keywords: Ethical Climate, Interpersonal Support, Socialization, Public Secondary School Teachers, Mediation Analysis
The study was conducted to determine the mediating effect of cognitive performance on the relationship between the beliefs about language learning and English language attitude among 400 college students at three universities in Davao del Norte, and two universities in Davao del Sur, all private, were selected where the research used a quantitative and descriptive correlation with three sets of research questionnaires answered by the respondents. The research revealed a mediating effect of cognitive performance on the relationship between the beliefs about language learning and English language attitude. Additionally, a relationship was revealed between the beliefs about language learning and cognitive performance and English language attitude. It implies that the students’ cognitive performance mediates their English language learning among college students. Furthermore, the study hopes to contribute to the knowledge that students’ cognitive performance mediates the overall learning of the English language. This research hopes to make new knowledge and identify the factors in attitudes towards learning the English language and could help educators in the teaching-learning process of the language more effectively in developing new interventions.
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