A PATH ANALYSIS OF STUDENTS LEARNING OUTCOMES AS ESTIMATED BY LEARNING CONTEXT, PUPILS’ CONTROL IDEOLOGY, AND TEACHER PROFESSIONALISM
This study aimed to analyse the influence of learning context, pupils control ideology, and teachers professionalism on students learning outcomes. There were 206 respondents in this study, all of whom are teachers in the various public elementary schools in District 1 of the Kidapawan City Division. The dependent variable in this study is student learning outcomes while the independent variables are learning context, pupils control ideology and teachers professionalism. A path analysis was carried out to determine goodness of fit of the models. Five hypothesis models were depicted in the study this study made use of the descriptive correlational research design for this quantitative research. Main instrument used was a survey questionnaire. Descriptive statistics such as mean and standard deviation, Pearson Product Moment correlation and multiple regression were the statistical tools used. Structural equation model was likewise used. Results revealed that Learning Context garnered an overall mean of 3.789 (SD=0.553) or a descriptive rating of high, implying there is a high level of learning context among teacher-respondents. Pupils control Ideology merited an overall mean of 3.592 (SD=0.495) with a descriptive interpretation of High. This implies there is a high level of Pupils Control Ideology among teachers- respondents and that they adopt the custodial orientation of pupil discipline. Teachers Professionalism and its indicators merited an overall category mean of Teachers Professionalism among teachers-respondents in terms of teacher competence, belief and practice. With an overall mean of 3.369 (SD=0350) and a description of moderate, it can be implied that teacher-respondents have Moderate levels of Students Learning Outcomes in terms of Academic Engagement, Learner Quality, and Classroom Management. Only Teachers Professionalism (r=.291; p= .000,sig.<.05) had a highly significant relationship with Students Learning Outcomes, Learning Context (beta= -.0453, p<0.5). and Teacher Professionalism (beta=7.83, sig.<.05) were significant predictors of Students Learning Outcomes. Hypothesized Model 5 is the best fit model for Student Learning Outcomes. It shows the correlation between Learning Context and Teachers Professionalism and their direct effect on Pupils Control Ideology and Student Learning Outcomes.