International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
Liendee Mae Amor M. Parcon
Sto Tomas National High School, Philippines
Abstract: This study determined the mediating effect of school ethical climate on the relationship between interpersonal support and teacher affective attitude of the public secondary school teachers in Sto.Tomas, Davao del Norte. This study will utilize quantitative non-experimental descriptive correlational research with a sample of 300 public school teachers. The method used to collect data is stratified random sampling. Sets of adapted survey questionnaires were used in obtaining data from the respondents who were subjected to content validity and reliability analysis. The data were analyzed using Mean, Pearson-r, Regression Analysis, and Sobel z-test. The result revealed that the level of interpersonal support, teacher affective attitude, and school ethical climate of public school teachers all scored high and a significant relationship existed between these variables. The study determined the mediating effect of school ethical climate on the relationship between interpersonal support and teacher affective attitude in public secondary school teachers of Sto. Tomas, Davao del Norte, and there was no significant mediating effect of school ethical climate on the relationship between interpersonal support and teacher affective attitude.
Keywords: school ethical climate, interpersonal support, and teacher affective attitude, Philippines
I. INTRODUCTION
A teacher affective attitude towards work promotes better work effects, such as job satisfaction and a lower desire to resign. Unfortunately, many teachers today do not appear genuinely interested in their profession. They seem to be drawn to teaching, not because of any investment or liking for the job, but because they cannot find work elsewhere. Similarly, those who have been in the profession for several years have lost their passion for what they do. As a result, they make fewer plans to participate in professional development activities, which are required to improve the quality of their instruction (Santiago, 2019).
The importance of the affective attitude of a teacher promotes progress work effects, such as job satisfaction (Dumay & Galand, 2012). As well as being motivated to do the teaching loads and papers works in school, it comes out that this helps to have an association with the learning outcomes and relationships of the teachers to student and student to teacher (Rubie & Rosenthal, 2016). Significantly, teachers’ feelings, beliefs, and actions compromise their attitude, the attitude that helps the students learning process due to the efficacy of the teacher and through that the classroom practices and learning to teach are one of the essential concepts which a teacher could