The Mediating Effect of Classroom Management Strategies of Teachers on the Relationship Between School Connectedness and Academic Resilience of High School Students

Abstract

This study determined the mediating effect of classroom management strategies of teachers on the relationship between school connectedness and academic resilience of high school students particularly the senior high school students of Sto. Tomas National High School, Davao del Norte Division. The descriptive-correlational research design was utilized in this study with a sample size of 300 senior high school students. Sets of adapted survey questionnaires were used in obtaining data from the respondents which were subjected for content validity and reliability analysis. The data were analyzed using the Mean, Pearson-r, Multiple Regression Analysis, and Medgraph using Sobel z-test. The results revealed that the levels of classroom management strategies of teachers, school connectedness, and academic resilience of high school students are evident most of the time. Moreover, significant relationship existed between these variables. A strong association between classroom management strategies and academic resilience also exist, thus the two variables show significant relationship between them. The study also suggests that classroom management strategies significantly mediates the relationship between school connectedness and academic resilience of the students.