¹Jeyan M. Liwanag, ²Edilberto Z. Andal

¹Quezonian Educational College Inc., Atimonan, Quezon, Philippines 4331

²Laguna State Polytechnic University – San Pablo City Campus, San Pablo City, Philippines 4000

DOI : https://doi.org/10.58806/ijsshmr.2024.v3i6n15

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ABSTRACT

This study on the goal orientation and task difficulty toward teachers’ professional learning activities and performance: a moderated mediation analysis was undertaken to determine the extent teachers engage in professional learning activities at work; the perception of the respondents on teacher’s performance; the perception of the respondents on goal orientation of the teachers at work; and the description of the respondents on the level of difficulty of their task in school. Furthermore, this study determined whether the goal orientation of the teachers significantly mediating the relationship between professional learning activities-at-work and their performance and whether the task difficulty significantly moderate the relationship between professional learning activities at work and teachers’ performance. The study employed the descriptive with mediation analysis of research with 188 teachers used as the respondents of the study chosen through random sampling technique. A questionnaire was held with teachers and the collected data were analyzed using standard statistics. The results show that the teacher-respondents always engage in professional activities at work, they have positive perception on their performance, they also have positive perception on their goal orientation at work, and they described that they did not find difficulty in doing their task in school. There is a significant relationship between professional learning activities at work and goal orientation of the teachers. There is a significant relationship between professional learning activities at work and teacher’s performance. Goal orientation of teachers is a significant mediator in the relationship between professional learning activities at work and teacher performance. Constructs of task difficulty significantly moderate the relationship between professional learning activities at work and teacher performance.

KEYWORDS:

Professional Learning Activities, Teachers Performance, Goal Orientation

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