Moral Acknowledgement as Predictor of Comprehensive Pedagogical Skills of Secondary School Teachers

Abstract

This study aimed to look into the influence of moral acknowledgment on the comprehensive pedagogical skills of teachers. In this study, the researcher selected secondary school teachers in Cluster 3 Public Secondary Schools in Davao City as the study's respondents. 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 multiple linear regression analysis. Findings revealed that the moral acknowledgment of teachers was extensive. In contrast, the comprehensive pedagogical ability of secondary school teachers in Cluster 3 Public Secondary Schools in Davao City was described as moderately extensive. Meanwhile, correlation analysis demonstrated a significant relationship between moral acknowledgment and comprehensive pedagogical skills of teachers in Cluster 3 Public Secondary Schools in Davao City. Regression analysis proved that moral acknowledgment in terms of moral strength, sense of moral burden, and moral responsibility were significant predictors of comprehensive pedagogical skills of teachers in Cluster 3 Public Secondary Schools in Davao City. The study, therefore, was conducted further to utilize findings through publication in a reputable research journal.