Satisfaction on Green Spaces and Pedagogical Competence Among College Instructors

Abstract

This study examined the influence and relationship between college instructors' satisfaction with green spaces and their pedagogical competence, emphasising its implications for Sustainable Development Goal 4 on Quality Education and Sustainable Development Goal 11 on Sustainable Cities and Communities. Satisfaction was assessed in terms of availability, accessibility, and usability for teaching and learning, alongside pedagogical competence across key domains, including content knowledge, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. Employing a quantitative correlational design with regression analysis, the study utilised a structured survey questionnaire for data collection. From a total population of 207 instructors at Davao del Sur State College—Main Campus, a sample of 137 was determined using Slovin’s formula and selected through stratified random sampling. Findings revealed a high level of satisfaction with green spaces, with a mean score of 3.76. Among the factors assessed, usability for teaching and learning received the highest rating, with a mean score of 3.81. Pedagogical competence was also rated very high, with an overall mean of 4.32, while personal growth and professional development scored the highest at 4.39. A significant positive correlation was found between green space satisfaction and pedagogical competence, with a correlation coefficient of 0.614 and a p-value of 0.000. Regression analysis indicated that satisfaction with green spaces accounted for 37.8 per cent of the variance in pedagogical competence. These findings underscore the crucial role of green spaces in enhancing college instructors' pedagogical competence.