ORGANIZATIONAL TRUST, TEACHERS' SELF-EFFICACY AND SCHOOL CULTURE: A STRUCTURAL EQUATION MODEL ON PROFESSIONAL LEARNING COMMUNITIES AMONG PUBLIC ELEMENTARY SCHOOLS IN REGION XI

Eugenio S. Guhao Jr., Rolando N. Sioting Jr.

Abstract


This research journey attempted to investigate the impact of organizational trust, teachers’ self-efficacy, and school culture on professional learning communities in public elementary schools using Structural Equation Modeling (SEM) to 400 elementary school teachers in Davao Region, Philippines. Findings revealed very high levels of Organizational Trust, Teacher Self-Efficacy, School Culture, and Professional Learning Communities. There were significant correlations between Organizational Trust, Teacher Self-Efficacy, School Culture, and Professional Learning Organization. Further, results showed that the best fit model was model 3 showing the direct causal relationships of Organizational Trust, Teacher Self-efficacy, and School Culture on Professional Learning Communities. Furthermore, structure modifications revealed that Professional Learning Communities were defined by their retained indicators, namely: Collective Learning and Application, and Supportive Conditions – Relationships. On the other hand, Organizational Trust was described by its domains: Affect-Based Trust, and Cognition-Based Trust while Teacher Self-Efficacy was determined by its retained indicators, namely: Classroom Management and Student Engagement. Finally, School Culture was measured by its domains: Affiliative Collegiality and Professional Collaboration. The findings of the study could be a significant baseline for faculty development programs of educational institutions.

 

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educational management, teachers, organizational trust, teachers’ self- efficacy, school culture, professional learning communities, structural, equation model, Philippines

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DOI: http://dx.doi.org/10.46827/ejes.v10i6.4855

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