Metacognitive Awareness and Work Task Motivation as Predictors of Teaching Competence among Public Elementary School Teachers: A Convergent Design

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{"abstract":"This study investigated the influence of metacognitive awareness and work task motivation on the teaching competence of public elementary school teachers in Region XI, conceptualized through a pragmatic philosophical worldview. A mixed methods research approach, specifically a convergent design, was employed. Public elementary school teachers in the Davao Region were purposively chosen as respondents for both the quantitative phase and the focus group discussion and in-depth interview for the qualitative phase. Adapted questionnaires and interview guides were used for data gathering. Quantitative data were analyzed using mean, standard deviation, and multiple regression analysis, while thematic analysis was applied to the qualitative phase. Findings revealed that metacognitive awareness, work task motivation, and teaching competence were rated very high among public elementary school teachers. Metacognitive awareness was not a significant predictor of teaching competence, but work task motivation was a significant predictor. The combined effect of metacognitive awareness and work task motivation as predictors of teaching competence was a good fit for the data. Essential themes from the qualitative analysis included appropriateness of learning-task designs, mindfulness of teaching-learning strategies, established teacher presence, higher-level thinking skills reinforcement, and discipline and morale maintenance. Participants’ experiences shaped beliefs (teaching with a heart), attitudes (thoughtfulness in pedagogy), and commitment (steadfast in teaching). Mixing the quantitative and qualitative findings revealed the merging-converging nature and function of data integration.","abstract_source":"gemini_shortened","authors":["Roy Garing"],"date":"2024-09-04","doi":"10.5281/zenodo.13683921","id":3541,"issue":8,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"4b6a8f4360e6356907e44dd230c3edec70049a91838e27236b9098e7237faf57","schema":"scimatic-article/1","title":"Metacognitive Awareness and Work Task Motivation as Predictors of Teaching Competence among Public Elementary School Teachers: A Convergent Design","volume":24}

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000000dd5"},"latest"]}'

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