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Psychological Empowerment and Professional Development as Predictors of Teacher Effectiveness Among Secondary School English Teachers

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  • Leo Jane D. Crispo, Maed-Te

    (Teacher I, Manuel B. Guiñez Sr. National High School, Division of Davao Oriental Banaybanay, Davao Oriental)

Abstract

This study aimed at determining domains in psychological empowerment and professional development that significantly influence the teaching effectiveness among public secondary school English teachers. The non-experimental quantitative research was utilized in this study. There were 150 public secondary school English teachers with distinct range of working experiences and level of academic achievements, who participated in this study as respondents. The Mean, Pearson-r and Multiple Regression Analysis were used as the statistical tools employed for the interpretation of the data gathered. The results of the study revealed that the level of psychological empowerment, professional development, and teaching effectiveness was very high. Further, it was revealed in the study that psychological empowerment and professional development have significant relationship with teaching effectiveness among public secondary school English teachers. Furthermore, it was also revealed that professional development significantly influences teaching effectiveness while psychological empowerment has no significant influence on teaching effectiveness among English teachers.

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  • Leo Jane D. Crispo, Maed-Te, 2025. "Psychological Empowerment and Professional Development as Predictors of Teacher Effectiveness Among Secondary School English Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(14), pages 823-832, April.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-14:p:823-832
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