Culturally Responsive Teaching Competence, Digital Competence and Language Learning Motivation: A Structural Equation Model of Pre-service Teachers’ Teaching Competence
Lorena S. Juliano *
Professional Schools, University of Mindanao, Philippines.
Reita C. Palma
Professional Schools, University of Mindanao, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Aims: Despite the increasing recognition of teaching competence as a crucial factor in effective education, there is limited empirical research on how culturally responsive teaching competence, digital competence and language learning motivation collectively shape pre-service teachers’ overall teaching competence. To investigate the most suitable model for teaching competencies among pre-service teachers, utilizing structural equation modelling (SEM) as the foundation for analyzing these relationships.
Study Design: A descriptive-causal design was employed for this study.
Place and Duration of Study: The study was conducted at the public and private tertiary institutions offering education programs within Region 10 or Northern Mindanao during the school year 2023-2024.
Methodology: The 400 pre-service teachers’ respondents were chosen through stratified sampling. The data collected from an adapted survey questionnaire were analyzed using measures such as mean, Pearson product-moment correlation, coefficient, linear regression and structural equation modelling.
Results: The overall findings revealed that the respondents' culturally responsive teaching competence, digital competence, and language learning motivation were all very high. Among these variables, pre-service teachers’ digital competence had the greatest influence on their teaching competence. This is evident from the high correlation between digital competence and teaching competence, which was stronger than that of culturally responsive teaching competence and language learning motivation. Among the three models developed, Model 3 had the most consistent indices, accurately representing the relationships among the study variables.
Conclusion: This study suggests that pre-service teachers possess a high level of culturally responsive teaching competence, digital competence, motivation for language learning, and teaching competence, which are essential for their teaching readiness. The findings highlight the significant role of digital competence in enhancing teaching effectiveness and suggest that well-equipped pre-service teachers can effectively address diverse student needs. Moreover, the study underscores the importance of these competencies in ensuring quality education and preparing future educators for the evolving demands of the teaching profession.
Keywords: Culturally responsive teaching competence, digital competence, language learning motivation, teaching competence, pre-service teachers, Philippines