Mediating Effect of Moral Sensitivity on the Relationship between Appreciative Leadership of School Principals and Comprehensive Teaching Approach of Teachers

Abstract

The current study aimed to evaluate whether moral sensitivity mediates the relationship between appreciative leadership of school principals and comprehensive teaching approach of teachers. In this study, the researcher selected the 201 secondary school teachers in Governor Generoso South District in Davao Oriental as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Sobel z-Test. Findings revealed that appreciative leadership of school principals, comprehensive teaching approach, and moral sensitivity of teachers in Governor Generoso South District in Davao Oriental were rated as moderately extensive. Further, correlation analysis demonstrated that there is significant relationship among appreciative leadership of school principals, comprehensive teaching approach, and moral sensitivity of teachers in Governor Generoso South District in Davao Oriental. Evidently, Sobel z-test proved that moral sensitivity partially mediated the relationship between appreciative leadership of school principals and comprehensive teaching approach of teachers in Governor Generoso South District in Davao Oriental. In other words, moral sensitivity is a significant mediator on the relationship between appreciative leadership of school principals and comprehensive teaching approach of teachers.