The Mediating Effect of Learners’ Behavior on the Relationship Between Teaching Performance and Job Satisfaction of Public School Teachers

This study aimed to determine the mediating effect of learners' behavior on the correlation between teaching performance and job satisfaction among public school teachers among 124 learners and 75 public school teachers from five different schools in the Municipality of Maitum. In selecting the respondents, Slovin’s formula was used for the learner respondents, while total enumeration was used for the teacher respondents. Moreover, quantitative design utilizing descriptive correlation techniques was employed in the study. Findings revealed that the level of teaching performance of teachers was very high in terms of content knowledge and pedagogy, high in learning environment, high in diversity of learners, very high in curriculum and planning, very high in assessment and reporting, high in community linkages and professional engagement, and very high in personal growth and professional development. Additionally, the level of job satisfaction of teachers was high in terms of security, high in work environment, very high in job responsibilities, and very high in community attachments/linkages. Also, the extent of learner’s behavior was manifested most of the time in terms of competence motivation, while manifested occasionally in terms of strategy/flexibility. The study identified significant relationships between teaching performance and job satisfaction, teaching performance and learners' behavior, as well as learners' behavior and job satisfaction. Notably, learners' behavior was found to mediate the relationship between teaching performance and job satisfaction, albeit partially.