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

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.