A Path Analysis of Teacher Effectiveness as Estimated by Leadership Behavior, Communicative Competence and Self-Efficacy of Teachers in San Isidro, Davao Oriental

Abstract

This study determined the level of self-efficacy, communicative competence, leadership empowering behavior of administrators and teacher effectiveness of teachers in San Isidro North Davao Oriental Division. A descriptive correlational design was used in this study. A total of 75 teachers participated in this study. The respondents were selected through total enumeration since there were only a few teachers in the district. The survey questionnaire was utilized to gather data from the respondents. Mean was utilized to determine the level of self-efficacy, leadership empowering behavior, communicative competence and teacher effectiveness of teachers. Pearson product-moment correlation was used to investigate the relationship between variables. Multiple regression analysis was used to analyze the influence of self-efficacy, communicative competence and leadership empowering behavior on teacher effectiveness. Furthermore, the best fit model of teacher effectiveness was also investigated. Results revealed that levels of self-efficacy, leadership empowering behavior, communicative competence and teacher effectiveness are high. Moreover, self-efficacy, leadership empowering behavior and communicative competence were found to have a significant positive relationship with teacher effectiveness. Furthermore, both communicative competence and leadership empowering behavior significantly influence teacher effectiveness. Hence, the best fit model illustrates that 28 percent of the variance of teacher effectiveness is explained by the combined influence of communicative competence and leadership behavior.