Teaching Preparedness, Demographic, and Academic Factors on Teaching Competencies: A Structural Equation Modelling Approach

The study investigates the moderating effects of demographic and academic factors on the relationship between of teaching preparedness and PPST-based teaching competencies among pre-service teachers acquired during the flexible learning modality. Utilizing the structural equation modelling approach, data were collected from 389 pre-service teachers at Cavite State University, Cavite Philippines. The findings indicate that seminar attendance and teaching preparedness significantly enhance PPST-based teaching competencies, while factors such as sex and support systems negatively influence these competencies. Academic performance in professional education, specialization, and general education courses did not have significant impact in the PPST-based teaching competencies. Findings underscore the importance of continuous professional development and comprehensive preparation programs to improve teaching practices. This study provides valuable insights for teacher education programs to strengthen effective teaching competencies in pre-service teachers.