Compassionate Classroom Behavior as Moderator on Reciprocative Teaching Approach and Students’ Technical Vocational Livelihood Skills

Abstract

The current study evaluates whether compassionate classroom behavior is the relationship between teachers’ reciprocating teaching approach and students’ technical-vocational livelihood skills. In this study, the researcher selected 350 junior high school students who were respondents and were taken from cluster 6 public secondary schools in Davao City Division. A random sampling technique was utilized to select 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, multiple linear regression analysis, and Structural Equation Model through Mediation Analysis. Findings revealed that teachers’ reciprocating teaching approach, students’ technical-vocational livelihood skills, and compassionate classroom behavior in cluster 6 public secondary schools in Davao City were described as extensive. Further, correlation analysis demonstrated a significant relationship between teachers’ reciprocating teaching approach, students’ technical-vocational livelihood skills, and compassionate classroom behavior in cluster 6 public secondary schools in Davao City. The Structural Equation Model through Mediation Analysis proved that compassionate classroom behavior partially mediated the relationship between teachers’ reciprocating teaching approach and students’ technical-vocational livelihood skills.