Mediating Effect of Teacher Self-Efficacy on the Correlation Between Professional Commitment and Classroom Management Skills of Teachers in Inclusive Settings

AUTHOR(S)

SHARDEELOU J. SUMAGANG ROGAR R. GARCIA, EdD

ABSTRACT

—— Poor classroom management skills remain a global concern in inclusive setting. The mediating effect of teacher self-efficacy on the correlation between professional commitment and classroom management skills was examined. Predictive research design was applied. Surveying 139 teachers selected through proportionate stratified random sampling, and analyzing data through mediation analysis, it was found that the mediator does not significantly mediate the correlation the determinant and the criterion, thus not supporting Social Cognitive Theory. Future studies may explore other variables and continue testing teacher self-efficacy as a mediator. Qualitative research can identify new mediator themes, while school leaders may focus resources on directly improving classroom management skills. Keywords: Mediating effect of teacher self-efficacy, correlation between professional commitment, classroom management skills, teachers in inclusive settings