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Abstract
This study was conducted to determine best fit model of pedagogical competence of mother tongue based-multilingual (MTB-MLE) teachers as estimated by organizational climate, self-efficacy, and work tasks motivation among public elementary schools in Region XI, Philippines. It was conducted from August to December 2022. The study used quantitative, non-experimental research design using correlational technique and path analysis. The 400 teachers among public elementary schools were determined using the stratified sampling procedure. Mean, Pearson r, and path analysis were used as statistical tools. Moreover, adapted survey questionnaires were used. The result shows that the level organizational climate of MTB-MLE teachers was high while the levels of self-efficacy, work tasks motivation and pedagogical competence of MTB-MLE teachers were very high. Further, when each exogenous variable is correlated to pedagogical competence of MTB-MLE teachers, results showed that organizational climate, self-efficacy, and work tasks motivation were significantly correlated with the pedagogical competence of MTB-MLE teachers. Model 3 came out as the best-fit path model that predicts the pedagogical competence of MTB-MLE teachers. The model showed that self-efficacy and work tasks motivation have direct effect on pedagogical competence while organizational climate has indirect effect on pedagogical competence of MTB-MLE teachers. This implies that schools may enhance their professional development programs by focusing on teachers’ ability in MTB-MLE instruction.
