The Mediating Role of Teachers’ Teaching Practices on the Relationship Between Professional Development and Teaching Efficacy

This study examined the mediating role of teaching practices in the relationship between professional development and teaching efficacy among Technology and Livelihood Education (TLE) teachers in Tampakan District, Schools Division of South Cotabato, Philippines. Using a quantitative descriptive-correlational research design, the study investigated the relationships among professional development, teaching practices, and teaching efficacy and determined whether teaching practices mediated the relationship between the independent and dependent variables. Total enumeration was employed, involving 213 TLE teachers from seven public secondary schools. Data were collected using a validated researcher-developed questionnaire and analyzed using descriptive statistics, Pearson product-moment correlation, and mediation analysis. The findings revealed that respondents demonstrated a generally favorable level of professional development, with educational attainment and participation in seminars, trainings, and workshops receiving higher ratings than membership in professional organizations. Teachers likewise exhibited a high level of teaching efficacy across instructional strategies, classroom management, student engagement, and professional engagement, while reporting positive teaching practices characterized by reflective instruction, formative assessment, and learner-centered approaches. Correlation analysis indicated significant positive relationships between professional development and teaching efficacy, professional development and teaching practices, and teaching practices and teaching efficacy. Furthermore, mediation analysis established that teaching practices significantly and partially mediated the relationship between professional development and teaching efficacy, indicating that professional development enhances teachers' efficacy both directly and indirectly through improved classroom practices. The study concludes that strengthening practice-oriented professional development initiatives can enhance teachers' instructional competence and efficacy. The findings provide empirical evidence that can guide educational leaders and policymakers in designing sustainable teacher development programs that promote effective teaching practices and improve instructional quality in Technology and Livelihood Education.