Available Online: 28 July 2023
Seville, Juravic G.*
University of Mindanao, Davao City, Philippines (email@example.com)
Guhao, Eugenio S., Jr.
University of Mindanao, Davao City, Philippines
This study aimed to determine the best-fit model for teaching effectiveness as influenced by passion for teaching, teacher immediacy behavior, and job satisfaction among 400 public secondary school teachers in Davao Region, Philippines. Using the Path Model Analysis, findings revealed high levels of Passion for Teaching, Teacher Immediacy Behavior, and Job satisfaction, while the level of Teaching effectiveness was Very High. Similarly, there was a significant relationship between the exogenous variables and Teaching Effectiveness; there was a combined influence of Passion for Teaching, Teacher Immediacy Behavior, and Job Satisfaction on Teaching Effectiveness. Further, results showed that model 3 satisfied the criteria for the best-fit model since it showed the importance of all factors of passion for teaching, such as; Passion Criteria, Harmonious Passion, and Obsessive Passion, and all factors of job satisfaction, namely; security, work environment, job responsibilities, and community attachment have strong interconnectedness with each other. Among the exogenous variables, job satisfaction is directly associated with teaching effectiveness. These results further explained that all job satisfaction factors affect endogenous variable factors of teaching effectiveness, such as commitment, knowledge of the subject matter, teaching for independent learning, and management of learning. The results imply that school administrators may use the study’s findings in making and revising programs for teachers’ professional development to promote a higher level of teaching effectiveness.
Keywords: educational management, teaching effectiveness, path analysis, teacher, Philippines
Cite this article:
Seville, J. G., & Guhao, E. S., Jr. (2023). Passion for teaching, teacher immediacy behavior, and job satisfaction: A path model on teaching effectiveness among public school teachers. International Journal of Research Studies in Education, 12(6), 111-121. https://doi.org/10.5861/ijrse.2023.50
* Corresponding Author