scholarly journals The Mediating Effect of Moral Sensitivity on the Relationship Between Quality Pedagogy and Social Trust of Public Secondary School Teachers

2018 ◽  
Vol 11 (1) ◽  
pp. 1456
Author(s):  
Argel Catubigan Pingot
Keyword(s):  
Secondary School ◽  
Social Trust ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Moral Sensitivity ◽  
School Teachers ◽  
Public Secondary School ◽  
The Relationship

scholarly journals The Mediating Effect of Moral Sensitivity on the Relationship Between Quality Pedagogy and Social Trust of Public Secondary School Teachers

2018 ◽  
Vol 11 (1) ◽  
pp. 1456-1467
Author(s):  
Argel Catubigan Pingot
Keyword(s):  
Secondary School ◽  
Social Trust ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Total Effect ◽  
Primary Data ◽  
Moral Sensitivity ◽  
School Teachers ◽  
Public Secondary School ◽  
The Relationship

The study examined the mediating effect of moral sensitivity on the relationship between quality pedagogy and social trust of public secondary school teachers. The mediating variable (MV) was moral sensitivity, the independent variable (IV) was quality pedagogy, and the dependent variable (DV) was social trust. Primary data were collected using an adapted survey questionnaire administered to 400 teachers in Davao Region, Philippines. The data were analyzed using regression and sobel test. The results revealed that quality pedagogy and moral sensitivity have significant and positive relationship with social trust; likewise, quality pedagogy with moral sensitivity. The findings also showed that moral sensitivity partially mediates the effect of quality pedagogy on social trust, indicating that about only one third of the total effect of quality pedagogy (IV) on the social trust (DV) went through the moral sensitivity (MV) mediation, and about two thirds of the total effect was either direct or mediated by other variables not indicated in the model. Keywords: educational management, moral sensitivity, quality pedagogy, social trust, mediating effect, Philippines.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

scholarly journals Relationship between Emotional Intelligence and Psychological Well-Being of Secondary School Teachers

2020 ◽  
Vol V (IV) ◽  
pp. 108-121
Author(s):  
Muhammad Akram ◽  
Farrukh Munir ◽  
Misbah Gilani
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Well Being ◽  
Descriptive Statistics ◽  
Strongly Correlated ◽  
School Teachers ◽  
Psychological Well Being ◽  
The Relationship

This study was designed to measure the relationship between emotional intelligence and the psychological well-being of secondary school teachers. This correlational study used a multistage random sampling technique to select 1200 teachers from 20 boys and 20 girls' high schools in district Lahore. The emotional Intelligence Questionnaire (?=.86) and Psychological Well-Being Scale (?=.89) were adapted as tools for data collection. The results showed that emotional intelligence and psychological well-being were strongly correlated with each other. Factor wise descriptive statistics of emotional intelligence showed that teachers were almost completely agreed with their students while teaching. Descriptive statistics of the psychological well-being of teachers showed that they were almost completely agreed while dealing with stakeholders. Female teachers demonstrated a higher score than male in emotional intelligence and psychological well-being. Married teachers demonstrated a higher score in emotional intelligence and psychological well-being. It was recommended that male and unmarried teachers be motivated to improve emotions and well-being.

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