Pedagogical Knowledge as a Mediator Between Graduate Education and Teaching Effectiveness Among Public School Teachers
DOI:
https://doi.org/10.5281/zenodo.20072097Keywords:
Graduate Education, Pedagogical Knowledge, Teaching Effectiveness, Mediation Analysis, Public School Teachers, Professional Development, Instructional QualityAbstract
This study explored the mediating role of pedagogical knowledge in the relationship between graduate education and teaching effectiveness among public-school teachers. Employing a quantitative descriptive-correlational research design, data were gathered from 29 teachers enrolled in graduate programs. A structured questionnaire was used to assess the participants’ graduate education, pedagogical knowledge, and teaching effectiveness. Descriptive statistics, Pearson’s correlation, and mediation analyses were used to analyze the data. The results indicated that the respondents exhibited high levels of engagement in graduate education, pedagogical knowledge and teaching effectiveness. Significant positive relationships were observed among the variables, suggesting that graduate education is associated with enhanced pedagogical competence and improved teaching performance. Furthermore, pedagogical knowledge significantly mediated the relationship between graduate education and teaching effectiveness, implying that the impact of advanced education on teaching outcomes is partly explained by developing and applying pedagogical skills. The findings emphasize that while graduate education contributes to professional growth, its effectiveness largely depends on how well teachers translate theoretical knowledge into practical classroom strategies. These results underscore the importance of strengthening pedagogical competence in graduate education and professional development programs for teachers. Educational institutions and policymakers should design initiatives that emphasize the integration of theory and practice to enhance instructional quality and student learning outcomes. Overall, this study provides valuable insights into the mechanisms through which graduate education influences teaching effectiveness, particularly in the context of public school teachers pursuing advanced academic qualifications in the Philippines.
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