Mediating Effect of Encouraging Attitude of School Principals on Personal Well-Being and Career Ethics of Teachers

Abstract

The goal of the current study was to determine if intercultural sensitivity and instructors' job satisfaction were significantly mediated by their etiquette instruction. The 200 public elementary school teachers in Davao City's Maa District were chosen by the researcher to participate in this study as study respondents. Using a stratified random sample technique, the respondents were chosen. A quantitative non-experimental study design with a descriptive-correlational methodology was used. The following statistical techniques were applied to the collected data: Mean, Pearson Moment Product Correlation, and Heirarchical Regression Analysis. The results of the descriptive analysis indicated that although instructors' intercultural sensitivity was assessed as relatively extensive, their work fulfillment and teaching etiquette were described as extensive. Additionally, correlation analysis showed a strong connection between teachers' culturally sensitivity, job satisfaction, and teaching etiquette in Davao Central District, Davao City. Heirarchical regression analysis clearly shown that intercultural sensitivity and teachers' job satisfaction in Davao City's Maa District are significantly influenced by professional manners. Put differently, since teaching etiquette strengthens relationships, it has a major moderating effect on teachers' intercultural sensitivity and job satisfaction.