THE CLASSROOM ENVIRONMENT'S MEDIATING EFFECT ON THE RELATIONSHIP BETWEEN TEACHER CREATIVITY AND STABILITY OF STUDENT

Abstract

The goal of this study was to see if the classroom environment had a moderating influence on teacher creativity and academic stability among 400 Filipino students in the region of Davao del Sur. The number of respondents was calculated using Slovin's formula. This study used a quantitative non-experimental design as well as the descriptive-correlation method to collect data, ideas, facts, and information for the study. In this study, the classroom learning environment is the mediating variable in the relationship between teacher creativity and student academic resilience. The data gathering instrument in this study was a modified questionnaire. To collect the essential data for this study, the researcher used technology tools, notably google rorms. Experts chose a customized questionnaire instrument based on characteristics from the classroom research environment on learning, teacher creativity, and student academic stability as the data source. The level of teacher creativity, academic stability of the students, and classroom learning environment were all determined to be high, according to the research's goal of employing the mean.  Using Pearson-r, researchers discovered that there was a significant relationship between classroom learning environment and teacher creativity, as well as a relationship between classroom learning environment and students' academic stability and a relationship between teacher creativity and students' academic stability. Meanwhile, the study's findings imply that there is a partial mediator in the effect of classroom environment on learning in the association between teacher creativity and student academic stability, according to the medgraph Sobel z-test.