Open AccessThe Mediating Effect of Moral Sensitivity on the Relationship Between Quality Pedagogy and Social Trust of Public Secondary School Teachers
Author(s) -
Argel Catubigan Pingot
Publication year - 2018
Publication title -
international journal of management excellence
Language(s) - English
Resource type - Journals
ISSN - 2292-1648
DOI - 10.17722/ijme.v11i1.993
Subject(s) - social trust , mediation , sobel test , psychology , quality (philosophy) , moderation , prosocial behavior , social psychology , sensitivity (control systems) , moral disengagement , sociology , social capital , social science , philosophy , epistemology , electronic engineering , self esteem , engineering
The study examined the mediating effect of moral sensitivity on the relationship between quality pedagogy and social trust of public secondary school teachers. The mediating variable (MV) was moral sensitivity, the independent variable (IV) was quality pedagogy, and the dependent variable (DV) was social trust. Primary data were collected using an adapted survey questionnaire administered to 400 teachers in Davao Region, Philippines. The data were analyzed using regression and sobel test. The results revealed that quality pedagogy and moral sensitivity have significant and positive relationship with social trust; likewise, quality pedagogy with moral sensitivity. The findings also showed that moral sensitivity partially mediates the effect of quality pedagogy on social trust, indicating that about only one third of the total effect of quality pedagogy (IV) on the social trust (DV) went through the moral sensitivity (MV) mediation, and about two thirds of the total effect was either direct or mediated by other variables not indicated in the model.
Keywords: educational management, moral sensitivity, quality pedagogy, social trust, mediating effect, Philippines.