MOTIVATIONAL ACTIVITY'S MEDIATING EFFECT ON THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT STRATEGY AND TEACHERS' SKILL

Authors

  • Daisy Jean A. Matic-an Master of Arts in Filipino, University of Mindanao, Davao City, Philippines
  • Marilou Y. Limpot Doctor of Education, Professor, University of Mindanao, Davao City, Philippines

Keywords:

mediating effect, motivational activities, classroom management strategies, teacher skills, Philippines

Abstract

The goal of this study was to see if the motivational activity had a mediating influence on the link between classroom management style and teacher practice. This is a non-experimental quantitative correlation approach. It was held in a few schools in the Bukidnon area, with a total population of about 5000 teachers. Only teaching teachers between the ages of 21 and 55 were included in this study. This study did not include non-teaching employees. The 320 respondents for the study were chosen via purposive sampling. The researcher used valid adaptation questionnaires to make the research results believable. As a result of this research, the researcher revealed that classroom management, teacher skills, and motivating activities all obtained very high descriptive levels. There was also evidence in this study that there was a link between classroom management in teacher practice and classroom management. However, no significant link between motivational work and teacher practice was found in this study, resulting in full mediation.

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How to Cite

Daisy Jean A. Matic-an, & Marilou Y. Limpot. (2022). MOTIVATIONAL ACTIVITY’S MEDIATING EFFECT ON THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT STRATEGY AND TEACHERS’ SKILL. EPRA International Journal of Multidisciplinary Research (IJMR), 8(2), 42–48. Retrieved from http://eprajournals.net/index.php/IJMR/article/view/70

Issue

Vol. 8 No. 2 (2022): EPRA International Journal of Multidisciplinary Research (IJMR)

Section

Articles