The Role of Sympathetic School Culture as Moderator on Managerial Conceptual Ability and Teaching Engagement of Teachers

Abstract

The current study was set evaluate whether sympathetic school culture significantly moderates the interaction between managerial conceptual ability and teaching engagement of teachers. In this study, the researcher selected the 198 public elementary school teachers in Talomo-A District, Davao Oriental as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, and Hierarchical Regression Analysis. Descriptive analysis showed that managerial conceptual ability and teaching engagement of teachers were described as extensive, while sympathetic school culture was rated as moderately extensive. Further, partial correlation analysis demonstrated that there is a significant relationship between managerial conceptual ability and teaching engagement of teachers in Talomo-A District, Davao City when moderated by sympathetic school culture. Evidently, heirarchical regression analysis proved that sympathetic school culture significantly moderates the interaction between managerial conceptual ability and teaching engagement of teachers in Talomo A District, Davao City. In other words, sympathetic school culture is a significant moderator on the between managerial conceptual ability and teaching engagement of teachers.