International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
Erlyn Grace D. Borag
Sawata National High School, Philippines
Abstract: This study determined the mediating effect of social-emotional competence on the relationship between teacher evaluation and the cognitive performance of teachers. A descriptive-correlational research design was employed. There were 304 Technology Livelihood Education (TLE) teachers in the Division of Davao del Norte who has chosen through simple random sampling. This study used three adopted questionnaires. Mean, Pearson r, standard deviation, regression analysis, and Sobel test were used as statistical tools. The results show that teacher evaluation is always manifested, teachers’ cognitive performance is often manifested, and social-emotional competence is often. The results revealed a significant relationship between teacher evaluation and cognitive performance of teachers, teacher evaluation and social-emotional competence, and teachers’ social-emotional competence and cognitive performance. Social-emotional competence significantly mediates the relationship between teacher evaluation and cognitive performance of teachers with partial mediation. The results highlight the importance of teacher evaluation and social-emotional competence and suggest applying and improving them in the cognitive performance of teachers.
Keywords: teacher evaluation, social-emotional competence, cognitive performance, descriptive and correlational designs, mediation analysis, Philippines
I. RATIONALE
Cognition is a complex mental process essential for learning, modeling behavior, and achieving personal goals (Lemes et al., 2021). As a result, cognitive ability influences human behavior and decision-making. Additionally, cognitive performance denotes abilities and skills such as memory, attention, and thinking (Indumathi & Ramakrishan, 2017). However, low memory capacity is directly related to poor computational abilities and performance (Batool, 2019). Teachers’ cognitive performance determines the results has been an issue since teachers have been affected by different kinds of stressors like the immediate change of policy, pressure from stakeholders, problems with instructions, and the different behaviors of students (Pratama & Corebima, 2016).
In this line of thought, a study of the effects of changes in the length of schooling improves cognitive performance (Schneeweis, Skirbekk, & Winter-Ebmer, 2014). Additionally, cognitive performance is relevant to social-emotional