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The Mediating Effect of Social Emotional Competence on The Relationship Between Teacher Evaluation and Cognitive Performance Among T.L.E. Teachers

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  • 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.

Suggested Citation

  • Erlyn Grace D. Borag, 2022. "The Mediating Effect of Social Emotional Competence on The Relationship Between Teacher Evaluation and Cognitive Performance Among T.L.E. Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(11), pages 937-945, November.
    • Handle: RePEc:bcp:journl:v:6:y:2022:i:11:p:937-945
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    1. Nicole Schneeweis & Vegard Skirbekk & Rudolf Winter-Ebmer, 2014. "Does Education Improve Cognitive Performance Four Decades After School Completion?," Demography, Springer;Population Association of America (PAA), vol. 51(2), pages 619-643, April.
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