Authors : Suzette Q. Cotoco

Volume/Issue : Volume 9 - 2024, Issue 7 - July

Google Scholar : https://tinyurl.com/bdedhj6d

Scribd : https://tinyurl.com/bdezj3cm

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUL426

Abstract : The current study aimed to evaluate whether institutional incentive system mediates the relationship between self-efficacy and teachers’ commitment. In this study, the researcher selected the 200 public elementary school teachers in Talomo-A District, Division of Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, multiple linear regression analysis, and Structural equation model using mediation analysis. Findings revealed that the institutional incentive system and teachers’ commitment in Talomo-A District in Davao City were described as extensive, while teachers’ self- efficacy was rated as moderately extensive. Further, correlation analysis demonstrated that there is a significant relationship among teachers’ self-efficacy, commitment, and institutional incentive system. Evidently, SEM using mediation analysis proved that institutional incentive system partially mediates the relationship between self-efficacy and teacher’s commitment in Talomo-A District in Davao City. In other words, the institutional incentive system is a significant mediator on the relationship between self-efficacy and teachers’ commitment in Talomo-A District in Davao City.

Keywords : Teachers’ Self-Efficacy, Commitment, Institutional Incentive System, Educational Management, Davao City, Philippines.

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