Psychological Capital and Teacher Autonomy as Predictors of Pedagogical Competence among Public Elementary School Teachers

Abstract

This study aimed to determine whether psychological capital and teacher autonomy significantly predict pedagogical competence among teachers in public elementary schools in Baganga District, Division of Davao Oriental. Specifically, the study was guided by two research questions and tested two null hypotheses. A descriptive-correlational research design was employed, involving a sample of 135 public elementary school teachers selected through complete enumeration. Standardized questionnaires were used, consisting of 20 items for psychological capital, 15 items for teacher autonomy, and 15 items for pedagogical competence. The instruments were validated by experts in the field and found to have excellent reliability, with Cronbach’s alpha coefficients all exceeding 0.90. Data were collected through face-to-face surveys and analyzed using mean, standard deviation, Pearson product-moment correlation, and simple and multiple linear regression analyses. The findings revealed that the level of psychological capital among teachers was extensive, while both teacher autonomy and pedagogical competence were rated as very extensive. Significant relationships were found between psychological capital (r=0.668; p=0.000) and teacher autonomy (r=0.780; p=0.000) with pedagogical competence (r=0.768; p=0.000). Moreover, both psychological capital and teacher autonomy were significant predictors of pedagogical competence. Based on these results, it is recommended that school administrators foster a supportive environment that enhances psychological capital and promotes teacher autonomy to further strengthen pedagogical competence.