PREDICTIVE MODEL OF PEDAGOGICAL COMPETENCE BASED ON PROFESSIONAL DEVELOPMENT AND ORGANIZATIONAL SUPPORT

Education

This study aimed to develop a predictive model of pedagogical competence based on professional development and organizational support among public elementary school teachers in Rosario District. The study employed a quantitative descriptive-correlational research design, utilizing an adapted survey questionnaire as the primary data-gathering instrument. The respondents of the study were 136 public elementary school teachers from selected schools in Rosario District, Agusan del Sur, identified through complete enumeration. The data gathered were analyzed using statistical tools such as mean, Pearson r correlation, and multiple linear regression analysis. The results revealed that teachers demonstrated very high levels of professional development across the dimensions of thematic knowledge, learning environment, cooperation, educational technology, research base, educational planning, evaluation, and human resource development. Organizational support was likewise described at a very high level in terms of procedural justice, superior support, and organizational benefits and working conditions. Similarly, teachers exhibited a very high level of pedagogical competence across the dimensions of content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, and personal growth and professional development. Further, the findings showed that both professional development and organizational support had significant relationships with pedagogical competence. Moreover, regression analysis revealed that among the dimensions of professional development, learning environment, evaluation, and human resource development significantly predicted pedagogical competence. In terms of organizational support, procedural justice and organizational benefits and working conditions significantly predicted pedagogical competence. These findings underscore the importance of strengthening targeted professional development initiatives and supportive institutional practices to enhance teachers’ pedagogical competence and instructional effectiveness.

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