MEDIATING EFFECT OF CONSIDERATE BEHAVIOR OF SCHOOL HEADS ON THE RELATIONSHIP BETWEEN MORAL RESPONSIVENESS AND INSTRUCTIONAL EFFECTIVENESS OF TEACHERS

This study aimed to examine the mediating effect of school heads’ considerate behavior on the relationship between teachers’ moral responsiveness and instructional effectiveness, using a non-experimental quantitative design with a descriptive-correlational technique. A total of 169 elementary teachers from Kapalong East District, Davao del Norte were selected through stratified random sampling. Modified and pilot-tested questionnaires ensured the reliability of data collection. Results revealed that teachers demonstrated a moderately extensive level of moral responsiveness, with empathy and integrity rated highest, while ethical judgment and cultural sensitivity were rated lower. Instructional effectiveness was also moderately extensive, with engagement prowess being the most practiced and collaborative spirit the least. School heads’ considerate behavior was found to be moderately extensive, with transparency in communication rated highest and collaborative relationship-building lowest. Significant positive relationships were found among moral responsiveness, instructional effectiveness, and considerate behavior. Mediation analysis confirmed that considerate behavior significantly strengthened the positive effect of moral responsiveness on instructional effectiveness. These findings underscore the importance of supportive leadership in enhancing ethical teaching and effective instruction. Keywords: Moral Responsiveness; Instructional Effectiveness; Considerate Behavior; Ethical Leadership; Teacher Performance