Language Assessment Literacy, Self Efficacy, and Work Task Motivation: A Structural Equation Model on Pedagogical Competence of Teachers in Filipino

Abstract

This study, conducted in Eastern Visayas, Philippines, investigated the influence of language assessment literacy, self-efficacy, and work-task motivation on the pedagogical competence of teachers in Filipino using structural equation modeling (SEM) as the primary analytical approach. A non-experimental quantitative causal design was employed, utilizing stratified random sampling to select 186 teachers from State Universities and Colleges in the region. Findings revealed very high levels of language assessment literacy and pedagogical competence, alongside high levels of self-efficacy and work-task motivation. Significant correlations emerged between all exogenous variables and the endogenous variable, pedagogical competence. Initial analyses showed poor fit, with Model 1 lacking structural strength and Model 2 lacking stability, making both inadequate for explaining the data. Among the tested models, Model 3 achieved strong fit statistics (CMIN/DF = 1.276, RMSEA = 0.039, CFI = 0.993, GFI = 0.948), establishing it as the best-fit structural model. This model demonstrated that language assessment literacy, with indicators of knowledge and skills; self-efficacy, with self-engagement and self-oriented decision-making; and work-task motivation, with indicators of class preparation, teaching, student evaluation, and administrative tasks, were strong predictors of pedagogical competence. Pedagogical competence, in turn, was best represented by observation, participation, visioning, and reflection. These findings underscore the vital role of language assessment literacy, self-efficacy, and work-task motivation in enhancing the pedagogical competence of Filipino language teachers and offer valuable insights for professional development programs in higher education.