The Mediating Role of Adaptive Strategies in the Relationship between Work-Related Challenges and Teaching Effectiveness and Job Satisfaction of TVL (Technical -Vocational-Livelihood) Teachers: A Basis for a Professional Development Program
DOI:
https://doi.org/10.65339/ijsis.V1.I3.196Keywords:
Adaptive Strategies, Job Satisfaction, Mediation Analysis, Professional Development, Teacher Well-Being, Teaching Effectiveness, Work-Related Challenges, Descriptive Correlational Research DesignAbstract
This study examined the mediating role of adaptive strategies in the relationship between work-related challenges and teaching effectiveness and job satisfaction among Technical-Vocational-Livelihood (TVL) teachers as a basis for developing a professional development program. Anchored in the Job Demands–Resources Model, Transactional Theory of Stress and Coping, and Herzberg’s Two-Factor Theory, the study employed a quantitative descriptive-correlational research design with mediation analysis. Using universal sampling, 40 TVL teachers from five public secondary schools in Bilar, Batuan, and Carmen, Bohol, participated in the study. Data were collected through a modified and expert-validated questionnaire using a four-point Likert scale and analyzed using descriptive statistics, Pearson correlation, and regression-based mediation analysis at a 0.05 significance level. Results revealed high levels of work-related challenges (M = 3.05), adaptive strategies (M = 3.43), and teaching effectiveness (M = 3.56), while job satisfaction was moderate (M = 3.17). Student-related concerns and resource adequacy emerged as the major challenges, whereas technology and artificial intelligence-assisted teaching received the highest adaptive strategy rating. Work-related challenges showed no statistically significant relationships with adaptive strategies, teaching effectiveness, or job satisfaction. Adaptive strategies were significantly associated with teaching effectiveness (r = .392, p = .012) but not with job satisfaction (r = .003, p = .986). Moreover, no significant mediating effects were established for either professional outcome. The findings informed the proposed Adaptive and Industry-Responsive Professional Development Program, emphasizing instructional innovation, professional collaboration, institutional support, and teacher well-being. The study aligns with Sustainable Development Goals 3 (Good Health and Well-Being), 4 (Quality Education), and 8 (Decent Work and Economic Growth). Its potential sustainability contribution lies in strengthening educational quality, institutional responsiveness, teacher welfare, and industry-relevant workforce preparation through evidence-based professional development.
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