Perceived Organizational Support and Pedagogical Content Knowledge of TLE Teachers; the Mediating Role of Program Resources

Abstract

This study determined the mediating effect of program resources on perceived organizational support and pedagogical content knowledge of TLE teachers. Quantitative descriptive correlational design was employed. The study was conducted through online survey in a public school of Division of Davao del Sur during the school year 2021-2022. The TLE public junior high school teachers who are the respondents were chosen using purposive sampling. Data utilized in this study were gathered through adopted questionnaires. Mean, Pearson product-moment correlation and path analysis were among the statistical tools used. Results revealed that TLE teachers had a very high level of perceived organizational support, a very high level of pedagogical content knowledge, and a high level of program resources. Moreover, there is a significant relationship among perceived organization support of TLE teachers and their pedagogical content knowledge, perceived organization support and program resources, and program resources and pedagogical content knowledge. It was also revealed that the program resources partially mediated the relationship between perceived organizational support and pedagogical content knowledge. With considerations on the findings of the study, the perceived organization support of TLE teachers was evident at all times. Second, the pedagogical content knowledge as perceived by TLE teachers was important all the time. Lastly, the program resources were evident most of the time. It was recommended that the school administrators should support the improvement of program resources in schools.