Mediating Role of Cultural Intelligence on the Relationship between Work Well-being and Teaching Competence of Mathematics Teachers

Abstract

This study determined the mediating role of cultural intelligence on the relationship between work well-being and teaching competence of Mathematics teachers in selected secondary schools in the Province of Davao Occidental using descriptive-correlational research design with mediation modelling. Adapted survey questionnaires were administered to 117 Mathematics teachers. Data gathered were analyzed using mean, correlation analysis using Pearson r, and mediation analysis through the Sobel test. Results showed that the level of work well-being of Mathematics teachers was very high. Likewise, their level of cultural intelligence was high, with a very high level of teaching competence. Moreover, a significant moderate correlation was found between work well-being and cultural intelligence, between work well-being and teaching competence, and between cultural intelligence and teaching competence of Mathematics teachers. Finally, the result revealed significant partial mediation effect of the level of cultural intelligence on the relationship between work well-being and teaching competence of Mathematics teachers. Recommendations were made to maintain and enhance the high levels of work well-being, cultural intelligence, and teaching competence among high school Mathematics teachers. School leaders are urged to foster inclusive, supportive environments and invest in ongoing professional development focused on cultural intelligence, integrating these into school plans. Future research is also encouraged to expand the scope and use advanced methods to further explore the links among these key constructs. Original Research Article.