Entrustment and Teachers' Participation in School-Initiated Activities With Contextual Performance As Moderator

The current study was set to evaluate whether contextual performance significantly moderates the interaction between entrustment and teachers’ participation in school-initiated activities. In this study, the researcher selected 195 public secondary school teachers from Cluster 5, Davao City, as the respondents. The stratified random sampling technique was employed to select the respondents. A non-experimental, quantitative research design employing a descriptive-correlational method was used. The data collected were subjected to the following statistical tools: Mean, Pearson Product-Moment Correlation, and Hierarchical Regression Analysis. Descriptive analysis showed that entrustment, teachers’ participation in school-initiated activities, and contextual performance were rated as moderately extensive. Furthermore, correlation analysis revealed a significant relationship between entrustment and teachers’ participation in school-initiated activities, moderated by contextual performance. Hierarchical regression analysis proved that contextual performance significantly moderates the interaction between teachers’ pedagogical strategies and self-directedness among learners. In other words, parental support is a significant moderator of the relationship between entrustment and teachers’ participation in school-initiated activities in Cluster 5, Davao City.