Abstract
The purpose of this study was to determine the mediating effect of teachers’ beliefs, on the relationship between school leadership, and students’ achievement among faculty members of KCAST. Quantitative non-experimental research utilizing descriptive correlational technique and mediation analysis was utilized in this study. The data were gathered from 100 random faculty members who experienced at least 1 to 5 years of service through stratified random sampling. Data gathering was done through face-to-face survey by giving validated questionnaires. Results showed that the level of school leadership, students’ achievement, and teachers’ belief among faculty members of KCAST were all descriptively at a high level. Results also revealed that the relationship between school leadership and students’ achievement, school leadership and teachers’ belief, and teachers’ belief and students’ achievements among faculty members were all highly significant. Moreover, results also revealed that teachers’ beliefs partially mediated the relationship between school leadership and students’ achievement. This signifies that teachers should not only reflect on their own educational beliefs but also proactively investigate how students perceive and express their interests. Hence, the results offered valuable information that may be utilized by the institution, teachers, and students, as well as future researchers.
