The Mediating Effect of Moral Sensitivity on the Relationship Between Quality Pedagogy and Social Trust of Public Secondary School Teachers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The study examined the mediating effect of moral sensitivity on the relationship between quality pedagogy and social trust of public secondary school teachers. The mediating variable (MV) was moral sensitivity, the independent variable (IV) was quality pedagogy, and the dependent variable (DV) was social trust. Primary data were collected using an adapted survey questionnaire administered to 400 teachers in Davao Region, Philippines. The data were analyzed using regression and sobel test. The results revealed that quality pedagogy and moral sensitivity have significant and positive relationship with social trust; likewise, quality pedagogy with moral sensitivity. The findings also showed that moral sensitivity partially mediates the effect of quality pedagogy on social trust, indicating that about only one third of the total effect of quality pedagogy (IV) on the social trust (DV) went through the moral sensitivity (MV) mediation, and about two thirds of the total effect was either direct or mediated by other variables not indicated in the model.
 Keywords: educational management, moral sensitivity, quality pedagogy, social trust, mediating effect, Philippines.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it