Investigating the Moderating Effect of Profile on the Relationship between Pedagogical Knowledge Competence and Organizational Citizenship in the Context of Secondary Teachers

Abstract

This study aimed to investigate the relationship between pedagogical knowledge competence (PKC) and organizational citizenship (OC) among secondary teachers, considering the potential moderating effects of the teacher’s profile. Using a descriptive correlational design, the study explored the natural associations among participants' profiles, PKC, and OC. The sample included 267 secondary teachers from nine DepEd secondary schools in Butuan City, Philippines. Data collection involved a validated researcher-made survey questionnaire that addressed the following aspects: (1) Teachers' profiles, including age, sex (at birth), and type of professional teacher certification. (2) The level of PKC focuses on contextualizing learning experiences, teaching strategies used, and integration of information and communication technology (ICT). (3) The level of OC, examining occupational efficacy and collective efficacy. The findings indicated that age and the type of professional teacher certification did not moderate the relationship between PKC and OC. However, sex (at birth) demonstrated a moderating effect. Furthermore, the study revealed that both the age range of 22-32 years old and PKC significantly predicted OC. This suggests that older teachers tend to perceive higher levels of organizational citizenship compared to their younger counterparts, and teachers with greater perceived PKC exhibit increased efficacy in organizational citizenship. Additionally, the findings underscored a significant gender imbalance within the teaching profession, with a disproportionate representation of females.