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

Allocation at minting

The anchored record

Canonical JSON (keys sorted, no spaces, UTF-8). Its SHA-256 is the hash on chain.

{"abstract":"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.","abstract_source":"original","authors":["Analisa Magnaos","Francis Kenneth Canono"],"date":"2026-05-20","doi":"10.70838/pemj.560901","id":7922,"issue":9,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"95dfb01697f3ba7ff9a9176dd61d17623c3f13f84b224263191377bcc5f66a7b","schema":"scimatic-article/1","title":"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","volume":56}

Check it yourself

1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/7922.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(7922)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001ef2"},"latest"]}'

The two must be equal (the second with a 0x in front).