The Mediating Effect of School Identity on Teaching Confidence and ICT (Information and Communication Technology) Implementation Capability of Secondary School Teachers

Abstract

The current study aimed to evaluate whether school identity mediates the relationship between teaching confidence and the ICT implementation capability of secondary school teachers. In this study, the researcher selected 205 secondary school teachers in Cluster 3 in Davao City as the respondents of the study. A stratified random sampling technique was utilized in the selection of the respondents. A non-experimental quantitative research design using a descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, and Sobel z-Test. Findings revealed that teaching confidence and school identity were described as extensive. In contrast, the ICT implementation capability of secondary school teachers in Cluster 3 in Davao City was rated as moderately extensive. Further, correlation analysis demonstrated a significant relationship between teaching confidence, ICT implementation capability of secondary school teachers, and school identity in Cluster 3 in Davao City. Evidently, the Sobel z-test proved that school identity partially mediated the relationship between teaching confidence and ICT implementation capability of secondary school teachers in Cluster 3 in Davao City. In other words, school identity is a significant mediator in the relationship between teaching confidence and the ICT implementation capability of secondary school teachers in Cluster 3 in Davao City.