THE CLASSROOM ENVIRONMENT'S MEDIATING EFFECT ON THE RELATIONSHIP BETWEEN TEACHER CREATIVITY AND STABILITY OF STUDENT

Aina A. Almonia, Elleine Rose A. Oliva

Abstract


This study explored the moderating influence of the classroom environment on teacher creativity and academic stability in 400 Filipino students in Davao del Sur. Using Slovin's formula, respondents were determined. Employing a quantitative non-experimental design and descriptive-correlation method, data collection utilized a modified questionnaire via Google Forms. The classroom learning environment acted as a mediating variable between teacher creativity and student academic resilience. Results indicated high levels of teacher creativity, student academic stability, and the classroom learning environment, supported by mean values. Pearson-r analysis revealed significant relationships between the classroom learning environment and teacher creativity, as well as its impact on students' academic stability. Additionally, findings suggested a partial mediating effect of the classroom environment on the association between teacher creativity and student academic stability, as demonstrated by the medgraph Sobel z-test.

 

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Keywords


education, teacher creativity, academic resilience of students, classroom learning environment, correlation, mediating impact, teaching and learning in the Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i1.5147

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