The Mediating Effect of Professional Development on the Relationship of Epistemological Beliefs and Work Motivation among Public Elementary School Teachers

This study aimed to determine the mediating effect of professional development on the relationship between epistemological beliefs and work motivation among public school teachers. Using quantitative non-experimental design via correlation technique, data were obtained from 206 elementary public school teachers from three districts: Polomolok 1, Polomolok 4, and Polomolok 5, under the Division of South Cotabato in the province of South Cotabato. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. He used statistical tools such as mean, Pearson r, and path analysis. The study results found that there was a very high mean score for epistemological beliefs, a very high mean score for work motivation, and a very high mean score for professional development. Also, results revealed significant relationships between epistemological beliefs and work motivation, between epistemological beliefs and professional development, and between professional development and work motivation. Further, it showed a partial mediation effect of professional development on the relationship between epistemological beliefs and the work motivation of public elementary school teachers. Furthermore, designing professional development programs that focus on pedagogical skills and address teachers' epistemological beliefs are essential; moreover, this approach can lead to increased motivation.