Assessing the Mediating Effect of Inhibitors Curriculum Viability on the Relationship of Career-Related Support Self-Efficacy on Job Satisfaction of Public Elementary Teachers in Binugao District

This study examined the mediating effect of curriculum viability inhibitors on the relationship between career-related support self-efficacy and job satisfaction among public elementary teachers in Binugao District. Using a quantitative descriptive-correlational design, the study involved 132 teachers selected through stratified random sampling from a population of 243 teachers across 15 public elementary schools. Adapted and validated survey questionnaires were utilized to measure curriculum viability, career-related support self-efficacy, and job satisfaction. Data were analyzed using mean, standard deviation, Pearson Product-Moment Correlation, and mediation analysis through maximum likelihood estimation in JASP. Findings revealed that the level of curriculum viability inhibitors was very high (M = 4.32), career-related support self-efficacy was very high (M = 4.36), and job satisfaction was high (M = 4.12). Correlation analysis showed significant positive relationships among variables: curriculum viability inhibitors and job satisfaction (r = .71, p = .001), curriculum viability inhibitors and career-related support self-efficacy (r = .73, p = .001), and career-related support self-efficacy and job satisfaction (r = .70, p = .001). Mediation analysis further revealed that curriculum viability inhibitors significantly mediated the relationship between career-related support self-efficacy and job satisfaction. Specifically, career-related support self-efficacy significantly predicted curriculum viability inhibitors (β = .726, p = .001) and job satisfaction (β = .391, p = .001), while curriculum viability inhibitors significantly predicted job satisfaction (β = .426, p = .001). The indirect effect was significant (β = .309, p = .001), with the model explaining 57.5% of the variance in job satisfaction. The findings highlight the importance of strengthening curriculum support systems and professional development initiatives to enhance teachers’ self-efficacy and job satisfaction.