Invigorating Approach of School Principal As Moderator on Professional Expertise and Teachers' Efficacy in Marilog-A District, Davao City

ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 Invigorating Approach of School Principal As Moderator on Professional Expertise and Teachers’ Efficacy in Marilog-A District, Davao City Luchie G. Empuerto Abstract. This study examined the moderating effect of school principals’ invigorating approach on the relationship between teachers’ professional expertise and efficacy in Marilog-A District, Davao City. Using a non-experimental descriptive-correlational design, data were gathered from 144 teachers through a pilot-tested and highly reliable adapted survey questionnaire. Results revealed that the professional expertise of teachers and teachers’ efficacy were rated as moderately extensive, while, invigorating approach of school principals was rated extensive. Correlation analysis indicated a moderate to strong significant positive relationship between professional expertise and teachers’ efficacy, confirming that higher professional expertise enhances instructional confidence and effectiveness. Regression results further revealed that the invigorating approach of school principals significantly moderated the relationship between professional expertise and teachers’ efficacy. This demonstrates that motivational leadership amplifies the positive influence of teachers’ professional skills on their sense of efficacy. Overall, the findings affirm that teachers’ efficacy is strengthened when professional competence is supported by dynamic, encouraging, and empathetic school leadership. The results align with Bandura’s Reciprocal Determinism Theory and the Job Demands–Resources (JD-R) Theory, underscoring that invigorating leadership serves as an essential resource that fosters teacher motivation, resilience, and performance. KEY WORDS 1. P rofessional Expertise 2. T eachers’ Efficacy 3. I nvigorating Approach of School Principals 4. Descriptive-Correlational Design 5. Moderation Analysis Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction Teachers’ low confidence in influencing student learning outcomes and managing classroom challenges effectively has become a growing concern in the education sector. Many teachers struggle to maintain classroom engagement and handle behavioral issues, which affects their ability to promote meaningful learning experiences. This lack of confidence often leads to reduced instructional creativity and weaker student performance. Such issues underscore the importance of examining the factors that can strengthen teachers’ professional confidence and performance. Hence, this situation leads to the conduct of a study on the moderating effect NIJSE (2025) - of the invigorating approach of school principals on the relationship between professional expertise and teachers’ efficacy. In the United States, teachers often experience growing pressures from accountability systems and standardized testing, which reduce their confidence in influencing student learning outcomes. According to Chew and Cerbin (2021), excessive workload and rigid evaluation measures create feelings of inadequacy among teachers, especially in underfunded schools. Likewise, Ma and Marion (2021) noted that high expectations without adequate support lead to burnout and diminished belief in instructional effectiveness. As a result, teachers may hesitate to innovate or take initiative in managing complex classroom challenges. Consequently, their reduced sense of efficacy weakens student engagement and overall academic achievement. In South Africa, teachers face persistent challenges due to large class sizes, resource shortages, and limited professional development opportunities. According to Shava and Heystek (2021), these conditions undermine teachers’ self-belief in managing learning environments effectively. Similarly, Mabena et al. (2021) observed that teachers in disadvantaged schools often feel powerless to address behavioral problems and sustain student motivation. The constant struggle with discipline and inadequate teaching materials lowers their morale and self-confidence. Thus, teachers’ low efficacy becomes a barrier to achieving equitable and quality education across communities. In Cambodia, low teacher confidence is influenced by limited training, low pay, and insufficient administrative support. According to Fok (2023), teachers frequently experience anxiety when implementing new teaching methods due to a lack of guidance and mentorship. Likewise, Ath (2022) emphasized that limited institutional backing discourages teachers from experimenting with innovative classroom practices. These conditions result in a reliance on rote instruction and minimal learner engagement. Consequently, Cambodian teachers find it difficult to believe in their capacity to produce meaningful learning outcomes in challenging school environments. In the Philippines, the problem of low teacher efficacy persists in many public schools due to inadequate resources and heavy administrative workload. According to Caliba (2022), teachers often feel overwhelmed by multiple responsibilities that limit their focus on instructional improvement. Similarly, Dellomos et al. (2023) highlighted that lack of training and inconsistent supervision weakens teachers’ ability to manage classrooms confidently. When teachers doubt their competence, they become less proactive in addressing students’ learning needs. As a result, student outcomes remain inconsistent, especially in rural and disadvantaged settings. In Mindanao, teachers’ low confidence is aggravated by multi-grade teaching conditions, cultural diversity, and unstable school resources. According to Limpot (2022), teachers in rural and indigenous areas often face language barriers and limited access to instructional materials. Likewise, Digap and Quines (2022) stated that weak institutional support contributes to feelings of professional isolation and reduced instructional control. This lack of confidence affects how teachers handle classroom behavior and implement effective strategies. Therefore, low efficacy among Mindanao teachers continues to hinder both learner engagement and academic progress. In Marilog-A District, Davao City, teachers face additional challenges due to geographic isolation, diverse student backgrounds, and limited leadership involvement. Such conditions create psychological strain, reducing teachers’ confidence in achieving positive learning outcomes. Additionally, a weak administrative motivation and lack of recognition contribute to teachers’ declining enthusiasm in handling classroom issues. The absence of invigorating leadership makes it difficult for teachers to sustain professional motivation and resilience. Consequently, their reduced self2ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - belief affects both teaching quality and student performance in the district. Existing research on professional expertise and teachers’ efficacy reveals temporal, methodological, and empirical gaps that necessitate further exploration. Temporally, many studies addressing teacher efficacy and leadership influence were conducted before or immediately after the pandemic, overlooking current realities of post-pandemic education where motivation and adaptability are crucial. Methodologically, most prior studies used descriptive or qualitative approaches that captured perceptions but did not measure statistical relationships or moderating effects between leadership and teacher efficacy. Empirically, there remains limited investigation focusing on how the invigorating approach of school principals influences the link between teachers’ professional expertise and efficacy in localized rural contexts such as Marilog-A District, Davao City. These combined gaps underscore the need for a quantitative approach to provide measurable evidence that can inform targeted leadership and professional development interventions. The urgency to conduct this study lies in the growing need to empower teachers in geographically challenged districts where confidence and instructional control are often low. Teachers in Marilog-A District face diverse student populations and resource constraints, requiring dynamic leadership that can motivate and support them professionally. Without updated data on how invigorating leadership moderates professional expertise and efficacy, school improvement programs risk remaining generic and ineffective. This study is timely as it aims to provide actionable insights for developing leadership strategies that boost teachers’ morale, instructional confidence, and classroom management effectiveness. Thus, the research is essential for strengthening school leadership and teacher empowerment within Davao City’s educational landscape. 1.1. Review of Significant Literature— 1.1.1. Professional Expertise—Professional expertise involves a combination of knowledge, pedagogical skills, and reflective practices that enhance teaching effectiveness (Ivannikova et al., 2023; den Hertog et al., 2023). It goes beyond technical proficiency, encompassing adaptive thinking, continuous learning, and the ability to adjust to diverse learner needs (Ata s¸ et al., 2023). A high level of professional expertise contributes to improved student outcomes by integrating research-based teaching strategies and fostering a collaborative school culture (Li et al., 2023). Continuous professional development remains central to maintaining teaching quality and adapting to emerging educational trends, such as digital pedagogy (Cukurova et al., 2024; Martin Mulvihill, 2023). Professional expertise also directly influences teachers’ sense of efficacy, enhancing their confidence in promoting student learning (Gessel et al., 2021; Thurm Barzel, 2020). Well-structured professional development programs are vital in boosting teacher self-efficacy and fostering collaborative environments that improve instructional quality (Yoon Goddard, 2023; Ali, 2023). 1.1.2. Environmental Control—Environmental control in teaching refers to a teacher’s ability to create a structured, emotionally balanced, and engaging classroom environment (Ivannikova et al., 2023; Tkachenko et al., 2023). Teachers with expertise in environmental control ensure that classrooms are wellorganized and conducive to learning by minimizing disruptions and promoting student participation (Li Krasny, 2020). Effective classroom management also reduces teacher burnout and contributes to a positive learning climate (Altinay Bicent ¨ urk, 2023). Teachers with advanced environmental control skills are better equipped to handle modern challenges, such as maintaining focus in diverse classroom settings (Rudkevych et al., 2020; Rawlings Smith Rush3ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - ton, 2023). 1.1.3. Self-Disclosure—Self-disclosure in teaching involves sharing personal experiences and emotions to build trust and rapport with students (Ivannikova et al., 2023; Brown, 2024). This approach enhances teacher-student relationships and fosters a supportive classroom environment (Lindecker Cramer, 2021). Teachers who practice self-disclosure create emotionally safe spaces where students feel valued and motivated (Dutton Sotardi, 2023). It also strengthens empathy, engagement, and teacher competence, positively influencing students’ academic experiences (Werle Byrd, 2022; Segev Hochman, 2023). 1.1.4. Assertiveness—Assertiveness in teaching refers to a teacher’s ability to communicate expectations and feedback clearly while maintaining respect and empathy toward students (Ivannikova et al., 2023; Samfira Samfira, 2023). Assertive teachers promote healthy classroom communication, discipline, and cooperation (Gutgeld-Dror et al., 2024). A moderate to high level of assertiveness improves classroom dynamics, supports student engagement, and reduces conflict (Lee et al., 2023). Assertiveness also enables teachers to manage occupational stress, improving emotional stability and teaching performance (Carstensen Klusmann, 2021). 1.1.5. Interaction Management—Interaction management involves regulating communication and participation within the classroom to maintain engagement and order (Ivannikova et al., 2023; Stahnke Friesen, 2023). Teachers with high expertise in interaction management maintain balanced and inclusive communication, promoting cooperative learning (Mischo et al., 2023; Kuru Tabancalı, 2023). This skill is essential in both physical and digital learning environments, where it enhances collaboration and ensures that discussions are productive and respectful (Tseng et al., 2024; Kanbur Kirikkaleli, 2023). 1.1.6. Immediacy—Immediacy refers to verbal and nonverbal behaviors that reduce psychological distance between teachers and students, fostering relational closeness and motivation (Ivannikova et al., 2023; Yuan, 2024). Teachers with high immediacy behaviors increase student engagement and participation through warmth and attentiveness (Shoaib, 2023; Wang et al., 2024). Immediacy also contributes to positive learning climates, improving rapport and trust (Petkovi ´ c et al., 2025; Hou, 2024). 1.1.7. Teacher Efficacy—Teacher efficacy is the belief in one’s ability to influence student learning through effective instruction and classroom management (Woodcock Hardy, 2023; Han Gao, 2023). High efficacy boosts teacher confidence, promotes innovative teaching methods, and ensures instructional resilience (Mudhar et al., 2024). Teachers with strong efficacy provide greater emotional support, improve student outcomes, and contribute to a positive learning environment (Pressley Rangel, 2023; Orakcı et al., 2023). 1.1.8. Active Learning Engagement—Active learning engagement refers to teachers’ confidence in creating environments where students actively participate and collaborate (Woodcock Hardy, 2023; Pongsophon, 2024). Teachers with high efficacy in active learning strategies foster student involvement, critical thinking, and collaboration (Emiru Gedifew, 2024; Dzaiy Abdullah, 2024). These strategies promote dynamic classrooms where students take responsibility for their learning, enhancing academic success (Bingen et al., 2024). 1.1.9. Instructional Approaches—Teachers’ efficacy in instructional approaches refers to their ability to adapt teaching methods to meet students’ needs and improve learning outcomes (Woodcock Hardy, 2023; Hayati et al., 2023). Teachers with high instructional efficacy use student-centered methods to enhance comprehension and motivation (Makeleni et al., 4ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - 2023; Wang et al., 2024). This adaptability allows for integration of innovative pedagogies, ensuring lessons remain relevant and engaging (Thien Yeap, 2023; Ghazali et al., 2024). 1.1.10. Classroom Management—Classroom management efficacy refers to the ability to create a productive, respectful, and engaging classroom environment (Woodcock Hardy, 2023; Jiang et al., 2024). Teachers with high classroom management efficacy establish routines, promote cooperation, and ensure that instructional time is maximized (Golubtchik, 2024; Malinen et al., 2024). Effective classroom management supports a positive climate and student focus, reducing disruptions (Alrwaished, 2024). 1.1.11. Entrustment—Entrustment refers to teachers’ confidence in delegating responsibility and fostering student autonomy (Woodcock Hardy, 2023; Meng et al., 2024). Teachers with high entrustment efficacy empower students to take ownership of their learning, promoting self-directed learning and responsibility (Becher, 2024; Pinilla et al., 2021). High entrustment fosters a balanced relationship between teacher guidance and student independence, strengthening educational outcomes (Lerch, 2024; Canela, 2024). 1.1.12. Invigorating Approach of School Principals—Invigorating leadership in school principals inspires, motivates, and supports teachers through empathy and enthusiasm (Kwatubana, 2024; Ho et al., 2024). This leadership style fosters teacher well-being and professional growth, promoting a positive and innovative school culture (Abidin et al., 2024; Almessabi Alhosani, 2024). Principals who demonstrate invigorating leadership enhance teacher efficacy, motivation, and engagement, ensuring continuous professional improvement and student success (Mincu, 2024; Balsbaugh, 2024). 1.2. Synthesis—Professional expertise refers to teachers’ mastery of communication, classroom management, instructional techniques, and interpersonal skills that influence learning effectiveness. Teachers with strong professional expertise tend to exhibit higher levels of confidence and competence in delivering lessons and addressing classroom challenges. According to Shulman (1987), such expertise enables educators to combine content knowledge with practical strategies that promote meaningful learning. When professional skills are well-developed, teachers are more likely to feel capable of influencing student outcomes positively. Thus, professional expertise serves as a strong foundation for improving teachers’ efficacy and overall performance. The invigorating approach of school principals involves providing motivation, emotional support, and professional guidance that energize teachers in their work. Principals who demonstrate enthusiasm, encouragement, and genuine concern help teachers build confidence in managing classrooms and enhancing student learning. As Leithwood and Jantzi (2006) explained, leaders who inspire and empower their staff foster stronger teacher efficacy and job satisfaction. When teachers feel supported, they are more motivated to apply effective strategies and pursue continuous improvement. Therefore, invigorating leadership plays a key role in sustaining teachers’ belief in their professional capabilities. The relationship among professional expertise, teachers’ efficacy, and the invigorating approach of school principals reflects how leadership influences the strength of teachers’ professional confidence. Teachers with high expertise may not fully demonstrate their potential if school leadership fails to provide motivation and direction. In this context, the invigorating approach can moderate the connection by enhancing how expertise translates into efficacy. Examining this moderating effect in Marilog-A District, Davao City, is necessary because teachers in the area face environmental and motivational challenges that limit their confidence. Understanding this relationship can 5ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - guide leadership practices that uplift teacher morale and strengthen instructional effectiveness in the district. 1.3. Theoretical/Conceptual Framework —This study is anchored on Reciprocal Determinism Theory by Bandura (2018) which explains that human behavior is shaped by the continuous interaction among personal factors, environmental influences, and behavioral outcomes. It highlights that individuals’ beliefs and actions are influenced by their environment, which in turn is affected by how they behave and respond. In relation to the present study, the theory is appropriate because teachers’ efficacy (personal factor) interacts with their professional expertise (behavioral factor) and the invigorating approach of school principals (environmental factor). The principals’ motivational leadership can strengthen the link between expertise and efficacy by shaping the school environment positively. Therefore, the theory provides a framework for understanding how leadership behavior moderates the dynamic relationship between teachers’ competence and self-belief. More so, Motivating Language Theory by Sullivan (2018) emphasizes that leaders’ use of motivating language, through directiongiving, empathetic, and meaning-making communication, can enhance employees’ motivation, performance, and confidence. It posits that effective communication fosters emotional connection and shared purpose within an organization. This theory is relevant to the study as it captures how the invigorating approach of school principals serves as a motivational force that influences teachers’ sense of efficacy. When principals use inspiring and supportive communication, teachers become more confident and effective in applying their professional expertise. Thus, the theory justifies the moderating role of invigorating leadership in strengthening the professional and psychological dimensions of teaching performance. In addition, Job Demands-Resources (JD-R) Theory by Bakker and Demerouti (2019) explains that employees’ performance and well-being depend on the balance between job demands (challenges and pressures) and job resources (support, feedback, and recognition). It proposes that access to strong resources such as supportive leadership enhances work engagement and reduces burnout. In connection to this study, the invigorating approach of school principals functions as a job resource that motivates teachers to use their professional expertise effectively despite classroom demands. The theory is appropriate because it clarifies how leadership support can buffer the negative effects of stress and enhance teachers’ efficacy. Consequently, the JD-R framework helps explain why invigorating leadership can moderate the relationship between teachers’ professional skills and their confidence in influencing student learning outcomes. This study is composed of three variables, as shown in Figure 1. The independent variable is the professional expertise of teachers, which refers to the collective skills, knowledge, and interpersonal competencies that enable teachers to perform effectively in their professional roles. It encompasses teachers’ ability to manage classroom environments, communicate clearly, and foster positive relationships that support student learning and wellbeing. The measures of professional expertise include environmental control, or the teacher’s capacity to maintain order and create an atmosphere conducive to learning; self-disclosure, or the ability to build trust through open and honest communication; assertiveness, or the confidence to express one’s views and uphold professional boundaries; interaction management, or the skill in facilitating smooth and meaningful classroom communication; and immediacy, or the teacher’s demonstration of warmth, approachability, and responsiveness toward students. The dependent variable is teachers’ efficacy, which refers to teachers’ belief in their capacity to influence student learning outcomes and manage instructional challenges success6ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - fully. It reflects the degree to which teachers feel competent and confident in organizing learning activities, implementing strategies, and motivating students to achieve academic success. The indicators of teachers’ efficacy include active learning engagement, or the ability to encourage participation and collaboration during lessons; instructional approaches, or the skill in applying diverse and adaptive teaching methods that cater to learners’ needs; classroom management, or the competence in maintaining order and supporting a productive learning environment; and entrustment, or the practice of empowering learners through shared responsibility and decision-making in the learning process. Lastly, the moderating variable is the invigorating approach of school principals, which refers to the motivational leadership style of principals that energizes, supports, and inspires teachers to perform at their best. The arrows in Figure 1 illustrate the direction and nature of the relationships among the study variables. The arrow from professional expertise to teachers’ efficacy signifies that the professional skills, interpersonal competence, and communication abilities of teachers are expected to directly influence their confidence and effectiveness in delivering instruction, managing classrooms, and engaging learners. The arrow connecting professional expertise and teachers’ efficacy through the invigorating approach of school principals indicates the moderating role of leadership motivation, which may strengthen or weaken this relationship. In other words, while teachers’ expertise directly contributes to their efficacy, the motivational and supportive behavior of school principals can enhance or alter this influence depending on its consistency and alignment with teachers’ needs. Thus, the arrows represent how the invigorating approach of school principals acts as a leadership factor that affects the degree to which teachers’ professional expertise translates into effective and confident teaching performance in Marilog-A District, Davao City. 1.4. Statement of the Problem —This study aimed to examine the moderating effect of the invigorating approach of school principals on the relationship between professional expertise and teachers’ efficacy in Marilog-A District, Davao City. Specifically, the study addressed the following questions: (1) What is the extent of the professional expertise of teachers in terms of: (1) Environmental Control; (2) Self-Disclosure; (3) Assertiveness; (4) Interaction Management; and (5) Immediacy? (2) What is the extent of teachers’ efficacy in terms of: (1) Active Learning Engagement; (2) Instructional Approaches; (3) Classroom Management; and (4) Entrustment? (3) What is the extent of the invigorating approach of school principals? (4) I s there a significant relationship between the professional expertise of teachers and their efficacy in Marilog-A District, Davao City? (5) D oes the invigorating approach of school principals significantly moderate the relationship between professional expertise and teachers’ efficacy in Marilog-A District, Davao City? 7ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework of the Study 8ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - 1.5. Hypotheses—The following hypotheses will be tested at 0.05 level of significance: H01: There is no significant relationship among school heads’ administrative support; policy implementation fidelity in schools; and school personnel collaboration. H02: Invigorating approach of school principals do not significantly moderate the relationship between professional expertise and teachers’ efficacy in Marilog-A District, Davao City. The current study may benefit the following sectors and individuals: Teachers – Conducting this study will benefit teachers by helping them understand how their professional expertise can be strengthened through supportive and motivating leadership. The findings can provide insights into how the invigorating approach of school principals enhances teachers’ confidence, instructional strategies, and classroom management skills. Through this, teachers may gain greater awareness of how leadership motivation contributes to their sense of accomplishment and professional growth. It can also guide them in developing self-reflective practices that align with the supportive environment created by their principals. Learners – For learners, the study’s results can lead to improved learning experiences through better teaching performance and classroom interactions. When teachers feel more confident and supported by their principals, they are more likely to apply effective, engaging, and learner-centered strategies. This positive teaching environment fosters student participation, motivation, and academic growth. The invigorating approach of school principals indirectly benefits learners by creating a school culture that values enthusiasm, collaboration, and excellence in teaching. Hence, students in Marilog-A District, Davao City, can experience higher-quality education and stronger teacherstudent relationships that promote meaningful learning outcomes. For more comprehensive understanding, the following terms were defined operationally: Professional Expertise of Teachers – It is defined conceptually as the collective set of knowledge, interpersonal skills, and professional behaviors that enable teachers to perform their roles effectively and promote meaningful learning. In this study, it refers to the independent variable, which is described in terms of the following indicators: environmental control, self-disclosur, assertiveness, interaction management; and immediacy. Teachers’ Efficacy – It is defined conceptually as teachers’ belief in their capability to influence student learning outcomes and effectively manage instructional challenges. In this study, it refers to the dependent variable, which is described in terms of the following indicators: active learning engagement, instructional approaches, classroom management, and entrustment. Invigorating Approach of School Principals – It is defined conceptually as a motivational and supportive leadership style that inspires enthusiasm, collaboration, and dedication among teachers toward achieving school goals. In this study, it refers to the moderating variable, which influences the strength or direction of the relationship between professional expertise and teachers’ efficacy. 2. Methodology This section provides a comprehensive overview of the research design, including details on the research respondents, ethical considerations, research instruments, and procedural steps. It also outlines the methods for data collection and analysis, ensuring a clear framework for the study. 9ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - Range of Mean Description Interpretation 4.20 – 5.00 Very Extensive The school heads’ administrative support is always demonstrated. 3.40 – 4.19 Extensive The school heads’ administrative support is oftentimes demonstrated. 2.60 – 3.39 Moderately Extensive The school heads’ administrative support is sometimes demonstrated. 1.80 – 2.59 Less Extensive The school heads’ administrative support is seldom demonstrated. 1.00 – 1.79 Not Extensive The school heads’ administrative support is never demonstrated. study began with the researcher obtaining an endorsement from the Dean of the Graduate School. This endorsement served as a formal acknowledgment that the research aligned with the academic requirements of the institution and adhered to ethical research standards. Afterward, the researcher applied for ethical clearance from the Graduate School–Research Ethics Committee. This clearance ensured that the rights, welfare, and confidentiality of the respondents would be safeguarded throughout the research process. Therefore, these initial steps established the ethical legitimacy and academic integrity of the study. After obtaining the endorsement from the Dean and the ethical clearance from the GSRMC–REC, the researcher sought permission from the Schools Division Superintendent (SDS) of Davao City to conduct the study among teachers in Marilog-A District, Davao City. The endorsement letter and the ethical clearance were attached to the request addressed to the SDS to ensure transparency and compliance with institutional and governmental requirements. Upon approval, the researcher prepared a formal letter requesting permission from the school principals of the selected schools within the district. This letter included the approved endorsement from the SDS as supporting documentation. Through this structured process, the researcher ensured that all proper authorizations were obtained before conducting data collection. Distribution and Retrieval of the Questionnaire – The first step in the data gathering procedure involved selecting the respondents, who were teachers from Marilog-A District, Davao City. Before administering the full survey, a pilot test was conducted among a small group of teachers not exceeding 30 respondents to ensure the reliability, clarity, and consistency of the questionnaire. The pilot test results were carefully reviewed, and necessary revisions were made to improve the content and structure of the instrument. This preliminary process ensured that the survey items were understandable and aligned with the study objectives. Consequently, the pilot testing stage served as a vital foundation for ensuring the validity and reliability of the research instrument. Once the final questionnaire was validated, the researcher distributed it to the selected respondents. The teachers were oriented about the purpose of the study and were informed that they would be given ample time to complete the survey. The researcher emphasized that participation was voluntary and that confidentiality would be maintained at all times. This procedure ensured that the teachers responded thoughtfully and without time pressure. Hence, the distribution process was conducted in an organized, respectful, and ethical manner. Moreover, the respondents were allowed to answer the questionnaires either online or face-to-face, depending on their preference and availability. This flexible arrangement accommodated the teachers’ varying schedules and work conditions in Marilog-A District. For online administration, secure survey links were provided to protect respondent privacy, while face-to-face distribution was coordinated with school principals to ensure smooth implementa16 ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - tion. The retrieval of questionnaires was completed within the agreed timeframe, maintaining the timeliness and accuracy of data collection. Thus, the dual-mode approach enhanced the inclusivity and efficiency of the data-gathering process. Collation and Statistical Treatment of Data – After collecting the completed questionnaires, the first task of the researcher was to count, sort, and organize the responses systematically. All data were encoded into a Microsoft Excel spreadsheet and categorized based on the domains of professional expertise, teachers’ efficacy, and the invigorating approach of school principals. This organization ensured that each variable was clearly labeled and ready for statistical analysis. Accuracy and completeness were carefully checked to prevent data-entry errors that could affect results. Therefore, this initial collation step provided a structured foundation for subsequent data processing and analysis. Following the collation process, descriptive statistical analysis was conducted using the statistical mean to determine the extent of each variable. The mean scores described the levels of teachers’ professional expertise, teachers’ efficacy, and the invigorating approach of school principals. This descriptive analysis provided an overview of the general patterns and trends present in the responses of teachers in MarilogA District. It also allowed the researcher to determine whether these variables were perceived as extensive, moderately extensive, or less extensive. Consequently, this step offered the groundwork for interpreting the relationships among the main variables. The researcher then applied inferential statistics, specifically the Pearson Product Moment Correlation and Hierarchical Regression Analysis, to test the relationships and moderating effects among the variables. The correlation analysis determined the degree of association between professional expertise and teachers’ efficacy. Meanwhile, hierarchical regression analysis tested the moderating effect of the invigorating approach of school principals on the relationship between the two main variables. These analyses provided a deeper understanding of how leadership motivation influenced the strength and direction of teachers’ professional performance. Thus, inferential statistics enhanced the analytical rigor and validity of the study’s conclusions. Finally, the results were interpreted and discussed in relation to relevant literature and the research objectives. The researcher analyzed patterns, significant correlations, and moderation effects, drawing connections to theoretical and practical implications. Based on these interpretations, recommendations were formulated to guide teachers and school leaders in enhancing professional development and motivational leadership practices. The findings were then summarized to emphasize their relevance to educational improvement in Marilog-A District, Davao City. Hence, this final stage transformed raw statistical data into meaningful insights that could inform policy, leadership, and classroom practice. 2.6. Data Analysis—The following statistical tools were utilized by the researcher in processing the gathered data: Mean – In this study, the mean referred to the statistical tool used to determine the average level of responses from teachers in Marilog-A District, Davao City. It was used to describe the extent of professional expertise, teachers’ efficacy, and the invigorating approach of school principals based on the survey data. Through the mean, the researcher identified whether each variable was perceived as very extensive, extensive, moderately extensive, or less extensive. Pearson Product-Moment Correlation – The Pearson Product-Moment Correlation in this study measured the strength and direction of the relationship between teachers’ professional expertise and teachers’ efficacy. It was used to determine whether higher levels of professional expertise were associated with higher levels of 17 ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - teaching efficacy. This analysis provided the basis for identifying the degree of association before testing the moderating effect of the invigorating approach of school principals. Hierarchical Regression Analysis – In this study, it examined how the invigorating approach of school principals influenced the relationship between professional expertise and teachers’ efficacy. It tested whether the leadership motivation of principals strengthened, weakened, or altered the direct relationship between the two main variables. This analysis allowed the researcher to identify the moderating effect, thereby providing a deeper understanding of how leadership dynamics impacted teachers’ professional confidence and performance in Marilog-A District, Davao City. 3. Results and Discussion This chapter presents the results generated from the data gathered. It is sequenced based on the objectives of the study as presented in the first chapter. Thus, it presents the extents of professional expertise of teachers, teachers’ efficacy, and invigorating approach of school principals, the significant relationship between professional expertise and teachers’ efficacy; and moderating effect of invigorating approach of school principals on the relationship between professional expertise and teachers’ efficacy. 3.1. Professional Expertise of Teachers — The professional expertise of teachers in this study is measured in terms of environmental control; self-disclosure; assertiveness; interaction management; and immediacy. The extent of the variable and its indicators are presented below: 3.1.1. Environmental Control —On Table 1, the mean for the professional expertise of teachers in terms of environmental control is 3.51, interpreted as extensive. The extensive rating indicates that teachers generally possess high competence in managing environmental factors such as classroom interaction, communication clarity, and persuasive expression to support academic engagement. According to Tkachenko et al. (2023), professional expertise is reflected in teachers’ self-efficacy to influence learning conditions through adaptive control of environmental and interpersonal variables. Similarly, Altinay and Bicent ¨ urk (2023) emphasized that experienced teachers effectively shape classroom climates by using communication and persuasion to encourage active participation and positive learning outcomes. Table 1. Professional Expertise of Teachers in Terms of Environmental Control No. Statements Mean Descriptive Rating 1 Having difficulty to find the right words to express myself. 3.22 Moderately Extensive 2 Accomplishing my communication goals. 3.24 Moderately Extensive 3 Persuading others to my position. 4.15 Extensive 4 Expressing myself well verbally. 3.43 Extensive Mean 3.51 Extensive The individual mean scores for this domain range from 3.22 to 4.15, spanning moderately extensive to extensive categories. The highestrated statement, Persuading others to my position, has a mean of 4.15. Meanwhile, the lowest-rated statement, Having difficulty to find 18 ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - the right words to express myself, obtained a mean of 3.22. This finding resonates with the observation of Li and Krasny (2020), who noted that linguistic fluency and confidence in expression are integral to maintaining effective teacher communication. 3.1.2. Self-Disclosure —On table 2, the mean for the professional expertise of teachers in terms of self-disclosure is 3.09, interpreted as moderately extensive. This indicates that teachers sometimes engage in sharing their thoughts and emotions appropriately with others, but such openness is not consistently demonstrated in their professional interactions. According to Lindecker and Cramer (2021), self-disclosure is a key element of interpersonal communication that fosters trust, empathy, and genuine relationships in social and educational contexts. Likewise, Brown (2024) highlighted that moderate levels of self-disclosure help teachers establish rapport without compromising authority, contributing to a supportive classroom environment. Table 2. Professional Expertise of Teachers in Terms of Self-Disclosure No. Statements Mean Descriptive Rating 1 Having others describe me as warm. 3.27 Moderately Extensive 2 Revealing how I feel to others. 3.14 Moderately Extensive 3 Telling people when I feel close to them. 3.84 Extensive 4 Having other people think that I understand them. 2.11 Less Extensive Mean 3.09 Moderately Extensive The individual mean scores for this domain range from 2.11 to 3.84, spanning less extensive to extensive categories. The highest-rated statement, Telling people when I feel close to them, with a mean of 3.84. In contrast, the lowestrated statement, Having other people think that I understand them, with a mean of 2.11. This finding aligns with the observation of Dutton and Sotardi (2023), who noted that insufficient empathetic communication can reduce relational effectiveness in teaching contexts. 3.1.3. Assertiveness—On table 3, the overall mean for the professional expertise of teachers in terms of assertiveness is 3.06, interpreted as moderately extensive. this suggests that teachers exhibit a fair degree of assertiveness in their professional interactions, although confidence and consistency in expressing personal and professional boundaries could still be strengthened. According to Lee et al. (2023), assertiveness is the balanced ability to express one’s thoughts and emotions honestly while respecting others’ perspectives, which is vital for effective interpersonal relations in educational settings. Table 3. Professional Expertise of Teachers in Terms of Assertiveness No. Statements Mean Descriptive Rating 1 When I have been wronged, I confront the person who wronged me. 3.46 Extensive 2 Taking charge of conversations, I’m in by negotiating what topics we talk about. 2.12 Less Extensive 3 Having trouble standing up for myself. 3.43 Extensive 4 Standing up for my rights. 3.23 Moderately Extensive Mean 3.06 Moderately Extensive 19 ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - The individual mean scores for this domain range from 2.12 to 3.46, spanning less extensive to extensive categories. The highest-rated statement, When I have been wronged, I confront the person who wronged me, obtained a mean of 3.46, interpreted as extensive, indicating that teachers are often capable of addressing conflicts directly and constructively. Meanwhile, the lowest-rated statement, Taking charge of conversations, I’m in by negotiating what topics we talk about, received a mean of 2.12, interpreted as less extensive. This implies that teachers are less comfortable steering discussions or influencing topics during professional dialogues, suggesting a need for confidencebuilding in verbal leadership and conversational control. This finding aligns with the insights of Gutgeld-Dror et al. (2024), who noted that many educators display situational assertiveness but often hesitate to dominate discussions due to cultural or institutional norms. Likewise, Samfira and Samfira (2023) argued that assertiveness is strengthened through self-efficacy, teachers who believe in their capacity to communicate effectively are more likely to assert their needs, uphold their rights, and maintain professional respect within the school environment. 3.1.4. Interaction Management—On table 4, the mean for the professional expertise of teachers in terms of interaction management is 3.33, interpreted as moderately extensive. This result indicates that teachers generally manage classroom interactions effectively, although the consistency and depth of engagement can still be improved. According to Stahnke and Friesen (2023), effective interaction management supports learners’ social and cognitive development by promoting meaningful dialogue and collaborative learning. Similarly, Kuru and Tabancalı (2023) emphasized that teachers who skillfully guide classroom discourse foster active participation and co-construction of knowledge among students. The individual mean scores for this domain range from 3.26 to 3.45, all within the moderately extensive to extensive categories. The highest-rated statement, Having conversations with my learners, I perceive not only what they say but also what they do not say, obtained a mean of 3.45. Meanwhile, the lowest-rated statement, Letting my learners know that I understand what they say, with a mean of 3.26. This finding corresponds with the observation of Tseng et al. (2024), who stated that students’ sense of being heard directly influences classroom climate and motivation. Table 4. Professional Expertise of Teachers in Terms of Interaction Management No. Statements Mean Descriptive Rating 1 Letting my learners know that I understand what they say. 3.26 Moderately Extensive 2 Having conversations with my learners, I perceive not only what they say but also what they do not say. 3.45 Extensive 3 Encouraging learners to be active during learning–teaching process. 3.29 Moderately Extensive 4 Knowing effective strategies to attract learners’ attention. 3.31 Moderately Extensive Mean 3.33 Moderately Extensive 3.1.5. Immediacy—On Table 5, the mean for the professional expertise of teachers in terms of immediacy is 3.45, interpreted as extensive. This indicates that teachers consistently demonstrate behaviors that reduce psychological distance between themselves and their students, fostering a warm and approachable classroom atmosphere. The extensive rating reflects a strong tendency among teachers to show care, openness, and responsiveness which are the 20 ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - qualities that promote trust and enhance student engagement. According to Shoaib (2023), immediacy behaviors such as eye contact, attentive listening, and genuine emotional expression positively influence relational closeness and communication satisfaction. Likewise, Yuan (2024) emphasized that teacher immediacy encourages active participation, motivation, and emotional connection, leading to more effective learning experiences. The individual mean scores for this domain range from 3.19 to 3.71, spanning moderately extensive to extensive categories. The highest-rated statement, Trying to make myself approachable by actively listening to my students, responding promptly to their queries, and showing empathy towards their concerns, achieved a mean of 3.71. In contrast, the lowestrated statement, Trying to look others in the eye when I speak with them, with a mean of 3.19. This observation aligns with Wang et al. (2024), who noted that effective immediacy involves not only verbal communication but also sustained nonverbal engagement that conveys attentiveness. Table 5. Professional Expertise of Teachers in Terms of Immediacy No. Statements Mean Descriptive Rating 1 Allowing learners to see who I really am. 3.36 Moderately Extensive 2 My learners truly believe that I care about them. 3.55 Extensive 3 Trying to look others in the eye when I speak with them. 3.19 Moderately Extensive 4 Trying to make myself approachable by actively listening to my students, responding promptly to their queries, and showing empathy towards their concerns. 3.71 Extensive Mean 3.45 Extensive 3.1.6. Summary on Professional Expertise of Teachers —On table 5, the overall mean for the professional expertise of teachers in terms of immediacy is 3.45, interpreted as extensive. This indicates that teachers consistently demonstrate warm, caring, and approachable behaviors that foster stronger connections with their students. The extensive rating reflects teachers’ capacity to create emotionally supportive classroom environments where learners feel valued and understood. As emphasized by Li et al. (2023), immediacy behaviors, such as eye contact, open body language, and active listening, help reduce the psychological distance between teachers and students, enhancing classroom rapport and communication. Similarly, Cukurova et al. (2024) highlighted that teachers who exhibit immediacy not only improve student motivation and engagement but also establish trust and emotional comfort that are vital for learning. Table 6. Summary on Professional Expertise of Teachers in Marilog-A District, Davao City Indicators Mean Descriptive Equivalent Environmental Control 3.51 Extensive Self-Disclosure 3.09 Moderately Extensive Assertiveness 3.06 Moderately Extensive Interaction Management 3.33 Moderately Extensive Immediacy 3.45 Extensive Overall 3.29 Moderately Extensive 21 ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - Among the statements assessed, Trying to make myself approachable by actively listening to my students, responding promptly to their queries, and showing empathy towards their concerns received the highest mean of 3.71, interpreted as extensive. In contrast, Trying to look others in the eye when I speak with them obtained the lowest mean of 3.19, interpreted as moderately extensive. Echoing the findings of den Hertog et al. (2023), maintaining consistent verbal and nonverbal immediacy behaviors reinforces teacher approachability and student engagement. Likewise, Ata s¸ et al. (2023) asserted that immediacy fosters affective learning and relational closeness, underscoring its crucial role in effective teaching and professional expertise. 3.2. Teachers’ Efficacy—The teachers’ efficacy in this study is measured in terms of active learning engagement; instructional approaches; classroom management; and entrustment. The extent of the variable and its indicators are presented below: 3.2.1. Active Learning Engagement—On Table 7, the overall mean for the teachers’ efficacy in terms of active learning engagement is 3.35, interpreted as moderately extensive. This indicates that teachers often employ active learning strategies in their classrooms, but the extent of consistent implementation still varies. According to Emiru and Gedifew (2024), active learning encourages student participation through activities that promote analysis, synthesis, and evaluation rather than passive reception of information. Similarly, Pongsophon (2024) emphasized that the success of active learning depends on the teacher’s ability to structure interactive experiences that stimulate critical thinking and sustained engagement. Among the statements assessed, Incorporating real-world problem-solving tasks, where students collaborate to find creative solutions obtained the highest mean of 4.13, interpreted as extensive. Conversely, the lowest-rated statement, Becoming a facilitator of learning, guiding and supporting students’ inquiries and discoveries, received a mean of 2.72, interpreted as less extensive. As noted by Song (2024), effective facilitation requires confidence in allowing students to explore and construct knowledge independently. In the same vein, Bingen et al. (2024) stated that sustained professional development in active learning pedagogy enhances teachers’ ability to foster inquiry, engagement, and deeper understanding among students. Table 7. Teachers’ Efficacy in Terms of Active Learning Engagement No. Statements Mean Descriptive Rating 1 Motivating learners who show low interest in schoolwork. 3.12 Moderately Extensive 2 Conducting simulations and role-playing exercises to make complex topics more tangible and relatable. 3.42 Extensive 3 Incorporating real-world problem-solving tasks, where students collaborate to find creative solutions. 4.13 Extensive 4 Becoming a facilitator of learning, guiding and supporting students’ inquiries and discoveries. 2.72 Less Extensive Mean 3.35 Moderately Extensive 3.2.2. Instructional Approaches—On table 8, the overall mean for the teachers’ efficacy in terms of instructional approaches is 3.12, interpreted as moderately extensive. This indicates that teachers demonstrate a fair level of competence in applying diverse instructional strategies, though opportunities remain to enhance adaptability and responsiveness in class22 ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - room practice. According to Hayati et al. (2023), effective instructional approaches depend on pedagogical content knowledge, where teachers skillfully combine subject expertise with adaptive teaching methods. Similarly, Thien and Yeap (2023) emphasized that teachers with strong instructional efficacy are better able to adjust techniques based on learner needs, fostering deeper comprehension and engagement. Among the statements assessed, Using a variety of assessment strategies obtained the highest mean of 3.45, interpreted as extensive. Meanwhile, the lowest-rated statement, Implementing alternative strategies in my classroom, recorded a mean of 2.49, interpreted as less extensive. As noted by Makeleni et al. (2023), effective instruction requires flexibility and ongoing adjustment based on student feedback and performance. In the same vein, Wang et al. (2024) stated that teachers’ ability to modify instructional approaches according to classroom dynamics enhances learning outcomes and promotes a more inclusive and adaptive teaching environment. Table 8. Teachers’ Efficacy in Terms of Instructional Approaches No. Statements Mean Descriptive Rating 1 Crafting good questions for my learners. 3.26 Moderately Extensive 2 Using a variety of assessment strategies. 3.45 Extensive 3 Providing an alternative explanation for example when learners are confused. 3.29 Moderately Extensive 4 Implementing alternative strategies in my classroom. 2.49 Less Extensive Mean 3.12 Moderately Extensive 3.2.3. Classroom Management—On table 9, the overall mean for the teachers’ efficacy in terms of classroom management is 3.56, interpreted as extensive. This indicates that teachers demonstrate a high level of competence in maintaining discipline, promoting order, and establishing routines that support effective learning. According to Jiang et al. (2024), effective classroom management contributes to student engagement and minimizes disruptive behavior, allowing more time for meaningful instruction. Likewise, Malinen et al. (2024) emphasized that teachers who consistently implement preventive and responsive management strategies foster a climate of respect, cooperation, and academic productivity. Among the statements assessed, Controlling disruptive behavior in the classroom recorded the highest mean of 3.89, interpreted as extensive. Conversely, the lowestrated statement, Calming my learner who is disruptive or noisy, obtained a mean of 3.35, interpreted as moderately extensive. This observation aligns with the insights of Alrwaished (2024), who pointed out that effective classroom management involves not only control but also emotional regulation and relationship-building. Similarly, Didaskalou et al. (2024) noted that successful management combines consistency, warmth, and empathy, ensuring that behavioral correction supports rather than hinders students’ emotional and academic growth. 3.2.4. Entrustment—On table 10, the overall mean for the teachers’ efficacy in terms of entrustment is 3.29, interpreted as moderately extensive. This indicates that teachers often practice entrustment by allowing learners to take part in decision-making processes and exercise autonomy in their academic tasks, although such practices are not yet fully consistent. The 23 ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - Table 9. Teachers’ Efficacy in Terms of Classroom Management No. Statements Mean Descriptive Rating 1 Controlling disruptive behavior in the classroom. 3.89 Extensive 2 Getting children to follow classroom rules. 3.62 Extensive 3 Calming my learner who is disruptive or noisy. 3.35 Moderately Extensive 4 Establishing a classroom management system with each group of learners. 3.49 Extensive Mean 3.56 Extensive moderately extensive rating reflects that teachers are gradually integrating learner-centered approaches that promote independence, critical thinking, and ownership of learning. According to Pinilla et al. (2021), entrusting students with responsibility enhances their self-efficacy and intrinsic motivation, as they become active participants in shaping their educational experiences. Similarly, Lerch (2024) emphasized that autonomy-supportive teaching nurtures students’ sense of competence and relatedness, leading to higher engagement and academic satisfaction. Table 10. Teachers’ Efficacy in Terms of Entrustment No. Statements Mean Descriptive Rating 1 Providing learners with choices in their learning journey, allowing them to explore topics of interest and work at their own pace. 3.26 Moderately Extensive 2 Letting learners decide on the research topics, methodologies, and presentation formats. 3.45 Extensive 3 Promoting learner empowerment by involving my students in decision-making processes. 3.29 Moderately Extensive 4 Encouraging learners to set their learning goals and devise action plans to achieve them. 3.17 Moderately Extensive Mean 3.29 Moderately Extensive Among the statements assessed, Letting learners decide on the research topics, methodologies, and presentation formats obtained the highest mean of 3.45, interpreted as extensive. Conversely, the lowest-rated statement, Encouraging learners to set their learning goals and devise action plans to achieve them, recorded a mean of 3.17, interpreted as moderately extensive. This finding aligns with the insights of Becher (2024), who highlighted that guiding students in setting and monitoring their own learning goals enhances self-directed learning. Likewise, Meng et al. (2024) noted that entrustment flourishes when teachers balance autonomy with structured support, empowering students to take initiative while maintaining academic direction and accountability. 3.2.5. Summary on Teachers’ Efficacy— On table 11, the overall mean for the teachers’ efficacy in marilog-a district, davao city is 3.33, interpreted as moderately extensive. This implies that teachers demonstrate a generally effective level of efficacy across key domains of teaching practice, though the degree of application and consistency varies. According to Han and Gao (2023), teacher efficacy reflects the belief in one’s ability to influence student learning outcomes, which is vital for effective classroom performance and professional growth. Similarly, Mudhar et al. (2024) emphasized that moderate efficacy levels suggest a need for continuous professional development to enhance 24 ISSN 3028-1261 10.5281/zenodo.17368191/NIJSE.2025 NIJSE (2025) - teachers’ confidence and mastery in executing learner-centered pedagogies. Among the four domains assessed, classroom management obtained the highest mean of 3.56, interpreted as extensive, indicating that teachers are particularly strong in maintaining order, managing behavior, and fostering a structured learning environment. Meanwhile, Instructional Approaches recorded the lowest mean of 3.12, interpreted as moderately extensive, suggesting that while teachers use various teaching methods, there remains a need to deepen their adaptive and innovative instructional skills. This pattern aligns with the findings of Pressley and Rangel (2023), who noted that teachers often exhibit higher efficacy in managing classroom dynamics compared to instructional innovation. Likewise, Orakcı et al. (2023) asserted that strengthening teachers’ sense of efficacy across multiple domains, through training, reflection, and support, can lead to more consistent and effective teaching practices that improve both student engagement and academic achievement. Table 11. Summary of Teachers’ Efficacy in Marilog-A District, Davao City Indicators Mean Descriptive Equivalent Active Learning Engagement 3.35 Moderately Extensive Instructional Approaches 3.12 Moderately Extensive Classroom Management 3.56 Extensive Entrustment 3.29 Moderately Extensive Overall 3.33 Moderately Extensive 3.3. Invigorating Approach of School Principals—On Table 12, the overall mean for the invigorating approach of school principals in Marilog-A District, Davao City is 3.55, interpreted as extensive. This result signifies that school principals effectively demonstrate motivational leadership that energizes both teachers and students. 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