THE MEDIATING EFFECT OF SCHOOL CULTURE ON THE RELATIONSHIP BETWEEN INSTRUCTIONAL LEADERSHIP OF SCHOOL HEADS AND TEACHER ENGAGEMENT OF PUBLIC ELEMENTARY SCHOOL TEACHERS

Eva B. Nogadas, Raymunda L. Apostol

Abstract


The purpose of this study was to determine the mediating effect of school culture on the relationship between instructional leadership and teacher engagement of public elementary teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers in public elementary schools in Cateel 2, province of Davao Oriental. The researcher utilized a total population sampling technique and an online 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 there is a very high level of instructional leadership and teacher engagement. There is also a very high level of school culture. Also, results revealed that there is a significant relationship between instructional leadership and teacher engagement, a significant relationship between instructional leadership and school culture, and a significant relationship between school culture and teacher engagement. Further, school culture has a partial mediating effect on the relationship between instructional leadership and teacher engagement among public elementary schools.

 

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education, school culture, instructional leadership, teacher engagement, mediating effect, teachers, Philippines

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DOI: http://dx.doi.org/10.46827/ejes.v11i5.5288

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