TEACHER’S PERSONALITY AND SCIENCE TEACHING COMPETENCE: THE MEDIATING EFFECT OF SCHOOL CLIMATE AMONG PUBLIC SCHOOL TEACHERS

Esamar C. Maunes, Raymunda L. Apostol

Abstract


The purpose of this study was to determine the mediating effect school climate on the relationship between teacher personality and teacher competence.  Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers among public elementary schools in Cateel (1 and 2 districts) Baganga, and Boston province of Davao Oriental. The researcher utilized a total population sampling technique and a face-to-face survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using Sobel z-text. From the results of the study, it was found that there is a high level of teacher’s personality and science teaching competence. Moreover, there is a very high level of school climate. Also, results revealed that there is a significant relationship between teacher’s personality and science teaching competence, a significant relationship between teacher’s personality and school climate, and a significant relationship between school climate and science teaching competence. Further, school climate has a partial mediating effect on the relationship between teacher’s personality and the science teaching competence of public school teachers.

 

Article visualizations:

Hit counter


Keywords


education, teacher’s personality, science teaching competence, school climate, teachers, mediation, Philippines

Full Text:

PDF

References


Abbasova, L. I. (2021). The model of development of a professional competence of future teachers on the basis of a personality-centered approach. In SHS Web of Conferences (Vol. 113, p. 00012). EDP Sciences. Retrieved from https://www.shs-conferences.org/articles/shsconf/pdf/2021/24/shsconf_ictp2021_00012.pdf

Adnan, A., Usman, U., & Bahri, A. (2021). Scientific literacy skills of students: Problem of biology teaching in junior high school in south Sulawesi, Indonesia. International Journal of Instruction, 14(3), 847-860. Retrieved from https://www.e-iji.net/dosyalar/iji_2021_3_49.pdf

Alqarni, S. A. Y. (2020). How school climate predicts teachers' organizational silence. International Journal of Educational Administration and Policy Studies, 12(1), 12-27. Retrieved from https://files.eric.ed.gov/fulltext/EJ1247018.pdf

Auditor, N. D. P., & Mutya, R. C. (2022). Competence of secondary science teachers in developing self-learning modules. Jurnal Pendidikan Progresif, 12(2), 569-590.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 51, 117–148.

Bell, S. E., & Sexton, S. S. (2018). science education professional development for primary/elementary teachers: A tale of two systems. Science Education International, 29(2), 117-123. Retrieved from https://files.eric.ed.gov/fulltext/EJ1184997.pdf

Briones, C. B. (2018). Teachers’ competency on the use of ICT in teaching Physics in the junior high school. KnE Social Sciences, 177-204. Retrieved from https://knepublishing.com/index.php/Kne-Social/article/view/2380/5240

Britwum, F., Amoah, S. O., Acheampong, H. Y., Sefah, E. A., Djan, E. T., & Jill, B. S. (2022). Do extraversion, agreeableness, openness to experience, conscientiousness and neuroticism relate to students’ academic achievement: the approach of structural equation model and process macro. Int. J. Sci. Manag. Res, 5, 64-79. Retrieved from https://ijsmr.in/doc/ijsmr05_17.pdf

Can, H. B. (2019). Learning science teaching by taking advantage of lesson study: An effective form of professional development. Journal of Educational Issues, 5(2), 150-169. Retrieved from https://files.eric.ed.gov/fulltext/EJ1233619.pdf

Charro, J. M. C., Neira, I., & Lacalle-Calderon, M. (2021). Scientific competence in developing countries: Determinants and relationship to the environment. Sustainability, 13(22), 12439. Retrieved from https://www.mdpi.com/2071-1050/13/22/12439

Chia, F., Huang, W. Y., Wu, L. M., & Wu, C. E. (2022). A discriminant analysis of personality traits and cluster types of physical education teachers. SAGE Open, 12(3), 21582440221121591. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/2158244022112159

Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications

Darling-Hammond, L., & DePaoli, J. (2020). Why school climate matters and what can be done to improve it. State Education Standard, 20(2), 7. Retrieved from https://files.eric.ed.gov/fulltext/EJ1257654.pdf

De Vaus, D. (2001). Research design in social research. Sage

Efgivia, M. G., Khaerudin, M., & Gunadi, R. A. A. (2021). The relationship between student perceptions about teacher personality competence and learning motivation with science learning outcomes class V at SDN Peusar, Panongan District, Tangerang Regency. NVEO-Natural Volatiles & Essential Oils Journal| NVEO, 1670-1684. Retrieved from http://www.nveo.org/index.php/journal/article/download/301/274

Eliyawati, Widodo, A., Kaniawati, I., & Fujii, H. (2023). The development and validation of an instrument for assessing science teacher competency to teach ESD. Sustainability, 15(4), 3276. Retrieved from https://www.mdpi.com/2071-1050/15/4/3276

Fatmawati, B. (2021). The science knowledge competence process base of new learners in the biology subject. In 6th International Seminar on Science Education (ISSE 2020) (pp. 615-619). Atlantis Press. Retrieved from https://www.atlantis-press.com/proceedings/isse-20/125954807

Hidayati, S. H. (2022). The impact of school climate on school quality during covid-19 pandemic and beyond. In 2nd Padang International Conference on Educational Management and Administration 2021 (PICEMA 2021) (pp. 290-302). Atlantis Press. Retrieved from https://www.atlantis-press.com/proceedings/picema-21/125976602

Javorčíková, J., Vanderková, K., Ližbetinová, L., Lorincová, S., & Hitka, M. (2021). Teaching performance of Slovak primary school teachers: Top motivation factors. Education Sciences, 11(7), 313. Retrieved from https://www.mdpi.com/2227-7102/11/7/313

Kartal, E. E., Cobern, W. W., Dogan, N., Irez, S., Cakmakci, G., & Yalaki, Y. (2018). Improving science teachers’ nature of science views through an innovative continuing professional development program. International Journal of STEM Education, 5, 1-10. Retrieved from https://link.springer.com/article/10.1186/s40594-018-0125-4

Kell, H. J. (2019). Do teachers' personality traits predict their performance? A comprehensive review of the empirical literature from 1990 to 2018. ETS Research Report Series, 2019(1), 1-27. Retrieved from https://onlinelibrary.wiley.com/doi/10.1002/ets2.12241

Kok, R., & Meyer, L. (2018). Towards an optimal person-environment fit: A baseline study of student teachers’ personality traits. South African Journal of Education, 38(3). Retrieved from https://www.ajol.info/index.php/saje/article/view/177533

Krell, M., Khan, S., Vergara, C., Cofré, H., Mathesius, S., & Krüger, D. (2023). Pre-service science teachers’ scientific reasoning competencies: Analysing the impact of contributing factors. Research in Science Education, 53(1), 59-79. Retrieved from https://link.springer.com/article/10.1007/s11165-022-10045-x

Lacks, P., & Watson, S. B. (2018). The relationship between school climate and teacher self-efficacy in a rural Virginia school system. School Leadership Review, 13(1), 5. Retrieved from https://files.eric.ed.gov/fulltext/EJ1269679.pdf

Laerd, D. (2012). Total population sampling: An overview. Retrieved from http://dissertation.laerd.com/articles/total-population-sampling-an-overview.php

MacKinnon, D. P. (2008). How and for whom? Mediation and moderation in health psychology. Health psychology 27.2S (2008): S99.

Maing, E. M., Mangadang, A. T., Salic-Hairulla, M. A., Canalita, E. E., Sequente, F. R., & Yuenyong, C. (2019). Assessment of science teacher competence in teaching secondary science with spiral progression approach. In Journal of Physics: Conference Series (Vol. 1340, No. 1, p. 012059). IOP Publishing. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1340/1/012059

Martinsone, B., & Žydžiūnaite, V. (2023). Teachers’ contributions to the school climate and using empathy at work: implications from qualitative research in two European countries. Frontiers in Psychology, 14, 1160546. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1160546/full

Medley, D. (1977). Teacher competence and teacher effectiveness: A review of process- product research. Washington, D. C: American Association of Collages for Teacher Education.

Ningsih, S. O., & Gunawan, I. (2020). Relationship of self-efficiency and school climate with teacher work motivation. In 6th International Conference on Education and Technology (ICET 2020) (pp. 342-345). Atlantis Press. Retrieved from https://www.atlantis-press.com/proceedings/icet-20/125947595

Obilor, E. I. P., & Sakpege, M. P. (2022). Influence of students’ personality traits on academic achievement of students of public senior secondary schools In Rivers-East Senatorial District. International Journal of Innovative Psychology & Social Development. Retrieved from https://seahipaj.org/journals-ci/mar-2022/IJIPSD/full/IJIPSD-M-8-2022.pdf

O’Dwyer, A., Hourigan, M., Leavy, A. M., & Corry, E. (2023). I have seen stem in action and it's quite doable! The impact of an extended professional development model on teacher efficacy in primary STEM education. International Journal of Science and Mathematics Education, 1-27. Retrieved from https://link.springer.com/article/10.1007/s10763-023-10361-2

Patidar, J. (2013). Non-experimental research design. Retrieved from http://www.slideshare.net/drjayesshpatidar/nonexperimental-research-design

Payne, A. A. (2018). Creating and sustaining a positive and communal school climate: Contemporary research, present obstacles, and future directions. National Institute of Justice Report. Retrieved from https://www.ojp.gov/pdffiles1/nij/250209.pdf

Prado, J. (2022). School climate and teacher self-efficacy: Teacher's perspectives. TU Theses and Dissertations. 39. Retrieved from https://orc.library.atu.edu/etds_2021/39

Premacio, R. (2021). Competence of science teachers, learning interest and academic performance of grade four-six pupils. International Journal of Advanced Multidisciplinary Studies, 1(4). Retrieved from https://www.ijams-bbp.net/wp-content/uploads/2021/12/IJAMS-December-25-researches-190-201.pdf

Ramdani, Z., Tae, L. F., Prakoso, B. H., & Luanganggoon, N. (2021). Personality trait, self-efficacy, and individual work performance on science teachers in Indonesia. In International Conference on Educational Assessment and Policy (ICEAP 2020) (pp. 16-21). Atlantis Press. Retrieved from https://www.atlantis-press.com/proceedings/iceap-20/125955867

Sandlin, C. (2019). Teacher personality and student engagement: A case study. Electronic Theses and Dissertations. Paper 155. Retrieved from https://digitalcommons.acu.edu/cgi/viewcontent.cgi?article=1161&context=etd

Skinner, B. F. (1957). Verbal behavior. New York: Prentice Hall.

Sukawati, N. N., Gunawan, I., Prayoga, A. G., & Wardani, A. D. (2020). Teacher personality, interpersonal relationships, performance, and professionalism in the learning process: A qualitative study. In 6th International Conference on Education and Technology (ICET 2020) (pp. 250-254). Atlantis Press. Retrieved from https://www.atlantis-press.com/proceedings/icet-20/125947649

Sukawati, N. N., Savitri, O. I., Taftania, S., & Ratnasari, Y. T. (2019). Teacher’s personalities, performances, and professionalism: A descriptive study. In the 4th International Conference on Education and Management (COEMA 2019) (pp. 232-237). Atlantis Press. Retrieved from https://www.atlantis-press.com/proceedings/coema-19/125926247

Veletić, J., Price, H. E., & Olsen, R. V. (2023). Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality. Educational Assessment, Evaluation and Accountability, 1-31. Retrieved from https://link.springer.com/article/10.1007/s11092-023-09413-6

Villalba-Condori, K. O., Adúriz-Bravo, A., García-Peñalvo, F. J., & Lavonen, J. (2020). What is new in teaching science structured around the notion of ‘scientific competence’? Universidad Católica de Santa María. Retrieved from https://ceur-ws.org/Vol-2555/paper0




DOI: http://dx.doi.org/10.46827/ejes.v11i4.5314

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Esamar C. Maunes, Raymunda L. Apostol

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).