The Influence of Teacher Commitment, Professional Development, and Work Motivation on Pedagogical Competence of Public School Teachers: a Path Model Analysis

Abstract

The study aimed to identify the best-fit path model of pedagogical competence among public elementary school teachers as influenced by teacher commitment, professional development, and work motivation. It employed a quantitative descriptive-correlational research design using descriptive statistics, Pearson Product-Moment Correlation, multiple regression analysis, and path model analysis to examine data collected from 400 public elementary school teachers in Region XII, Philippines. Findings revealed very high levels of teacher commitment, professional development, work motivation, and pedagogical competence. Significant correlations were also found between the independent variables and pedagogical competence. Furthermore, the results identified Generated Model 3 as the best-fit path model, which demonstrated a relationship between teacher commitment and work motivation and showed that both variables directly influenced professional development. The model also revealed that teacher commitment and work motivation were direct predictors of pedagogical competence, with teacher commitment demonstrating a stronger influence. The findings may serve as a valuable reference for future research and provide a basis for policymaking and the development of school programs and initiatives aimed at sustaining and enhancing teachers' pedagogical competence in public elementary schools.