📄 Abstract
This study examined the mediating role of educational commitment in the relationship between inspiring academic setting and teachers’ creativity among public elementary school teachers in Marilog, Davao City. It used a quantitative, nonexperimental, cross-sectional descriptive-correlational design with a mediation-analytic component. A total of 123 respondents were selected through simple random sampling, while data were gathered using adapted and modified questionnaires with Cronbach’s alpha coefficients of 0.939 for inspiring academic setting, 0.933 for educational commitment, and 0.736 for teachers’ creativity. Weighted mean, standard deviation, Shapiro-Wilk test, Spearman’s rank-order correlation, and bias-corrected bootstrap mediation analysis were employed at the 0.05 level of significance. Findings showed that inspiring academic setting (M = 3.19, SD = 0.815), educational commitment (M = 3.18, SD = 0.825), and teachers’ creativity (M = 3.15, SD = 0.818) were all moderate. Inspiring academic setting was very strongly and positively associated with teachers’ creativity (ρ = 0.925, p < .001) and educational commitment (ρ = 0.881, p < .001), while educational commitment was likewise very strongly related to teachers’ creativity (ρ = 0.935, p < .001). The indirect effect through educational commitment was significant (estimate = 0.640, 95% CI [0.264, 0.783], p < .001). Because the direct effect remained significant (estimate = 0.319, p < .001), partial mediation was established. The findings suggest that supportive academic conditions may foster creative teaching directly and through stronger teacher dedication to learners, professional responsibilities, school improvement, and educational goals.
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📚 How to Cite:
Leslie Ann R. Janamjam , EDUCATIONAL COMMITMENT AS MEDIATOR ON INSPIRING ACADEMIC SETTING AND TEACHERS’ CREATIVITY , Volume 13 , Issue 8, August 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 110 - 115 ,