THE MEDIATING EFFECT OF PASSION FOR TEACHING ON THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT STRATEGIES AND SELF-EFFICACY OF PUBLIC SCHOOL TEACHERS

<p>The main thrust of this study was to find out the mediating effect of passion for teaching on the relationship between classroom management strategies and the self-efficacy of teachers. Using a quantitative non-experimental descriptive-correlational research design, data were obtained from 306 public elementary school teachers of Don Marcelino District, Jose Abad Santos 1 District, Jose Abad Santos 2 District, Malita North District, Malita West District, and Sta. Maria East District, of the Schools Division of Davao Occidental, Philippines. The researcher utilized a stratified sampling technique and a survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that teachers have a very high level of classroom management strategies, self-efficacy, and passion for teaching. Also, results revealed significant relationships between classroom management strategies and self-efficacy, classroom management strategies and passion for teaching, and passion for teaching and self-efficacy. Further, it was revealed that there was a partial mediation effect of passion for teaching on the relationship between classroom management strategies and self-efficacy. It implies that the passion for teaching conveys classroom management strategies.</p><p> </p><p><strong>SDG Indicators</strong>: #4 (Quality Education), #10 (Reduced Inequalities)</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0856/a.php" alt="Hit counter" /></p>