Teaching Behavior as Moderator on the Interaction of Intercultural Sensitivity and Individual Work Performance of the Teachers

Abstract

The current study was set to evaluate whether teaching behavior significantly moderates the relationship between intercultural sensitivity and the individual work performance of teachers. In this study, the researcher selected 188 public elementary school teachers in Calinan District, 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 Hierarchical Regression Analysis. Descriptive analysis showed that teaching behavior and individual work performance were described as extensive, while intercultural sensitivity of teachers was rated as moderately extensive. Further, correlation analysis demonstrated a significant relationship between intercultural sensitivity, individual work performance, and teachers' teaching behavior in Calinan District, Davao City. Evidently, hierarchical regression analysis proved that teaching behavior significantly moderates the interaction between intercultural sensitivity and individual work performance of teachers in Calinan District, Davao City. In other words, teaching behavior was a significant moderator of teachers' intercultural sensitivity and individual work performance since it strengthened the relationship.