Teacher Semantic Awareness as a Mediator in the Relationship Between the Multiple Semantic Modes and Reading Pedagogy

Abstract

This study aimed to determine the mediating role of teacher semantic awareness in the relationship between multiple semantic modes and reading pedagogy among elementary teachers. A quantitative non-experimental descriptive-correlational design was used with 100 teachers from five public elementary schools in Pigcawayan East District, Cotabato. Three validated scales measured multiple semantic modes, reading pedagogy, and teacher semantic awareness. Data were analyzed using mean, standard deviation, Pearson correlation, and Sobel mediation test. Results showed high levels for all three variables. Multiple semantic modes had a significant moderate correlation with reading pedagogy and a strong correlation with teacher semantic awareness. Teacher semantic awareness showed a significant moderate to strong correlation with reading pedagogy. Teacher semantic awareness significantly and partially mediated the relationship between multiple semantic modes and reading pedagogy. It is recommended that schools provide integrated professional development strengthening both critical multimodal analysis and prosumer pedagogy, with explicit focus on critical digital literacy knowledge. Collaborative professional learning communities using design-thinking approaches should be established, and culturally responsive strategies addressing local resource constraints should be incorporated.