Paper Title
CONSTRUCTIVIST LEARNING ENVIRONMENT MANAGEMENT SKILLS OF TEACHERS, PARENTAL INVOLVEMENT AND EMOTIONAL INTELLIGENCE: A CAUSAL MODEL ON ACADEMIC SELF-EFFICACY OF STUDENTS
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Registration ID: IJNRD_219402
Published ID: IJNRD2404758
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Abstract
This study determined the best-fit model of students’ academic self-efficacy as influenced by teachers’ constructivist learning environment management skills, parental involvement and their emotional intelligence. Using Structural Equation Model, the study focused on 400 grade 10 students from public secondary schools in Region XI, Philippines selected through stratified random sampling. Statistical analyses also included Mean and Pearson r. Results indicated high levels of constructivist learning environment, parental involvement, emotional intelligence, and academic self-efficacy. Significant correlations existed among constructivist learning environment, parental involvement, emotional intelligence, and academic self-efficacy. Model 3 emerged as the best fit model, demonstrating direct causal relationship between teachers’ constructivist learning environment management skills, parental involvement, and students’ emotional intelligence with academic self-efficacy. Notably, emotional intelligence exerted the strongest influence. In addition, structural modifications revealed that teachers’ constructivist learning environment management skills were characterized by learning environment organization and relation establishment. Concurrently, parental involvement was assessed through collaborating with the community, communicating, and parenting. Emotional intelligence was described by motivation and self-awareness, while academic self-efficacy was determined by its two key indicators: perceived control and self-regulated learning. This implies that cultivating students' academic self-efficacy involves fostering positive teacher-student relationships, increasing parental engagement, and strengthening students' emotional well-being.
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How To Cite (APA)
Roderick Fernandez Emboscado & Eugenio S. Guhao Jr. (April-2024). CONSTRUCTIVIST LEARNING ENVIRONMENT MANAGEMENT SKILLS OF TEACHERS, PARENTAL INVOLVEMENT AND EMOTIONAL INTELLIGENCE: A CAUSAL MODEL ON ACADEMIC SELF-EFFICACY OF STUDENTS. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 9(4), h547-h569. https://ijnrd.org/papers/IJNRD2404758.pdf
Issue
Volume 9 Issue 4, April-2024
Pages : h547-h569
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Paper Reg. ID: IJNRD_219402
Published Paper Id: IJNRD2404758
Research Area: Management
Author Type: Foreign Author
Country: Cateel, Davao Oriental, Philippines
Published Paper PDF: https://ijnrd.org/papers/IJNRD2404758.pdf
Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2404758
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