The Mediating Effect of Time Management on the Relationship between Organizational Learning Capability and Social-Emotional Competency of Teachers
Pacita Timon, Josephine Baguio
Received: 05 January 2026; Revised: 10 February 2026; Accepted: 15 February 2026; Published: 16 February 2026
DOI: https://doi.org/10.66074/Z5X4C3V2B
Abstract
This quantitative descriptive-correlational study investigated whether time management mediates the relationship between organizational learning capability and social-emotional competence among public elementary school teachers in the Bansalan East District. Utilizing adapted surveys, the research assessed these three interconnected domains. Results indicated teachers exhibited highly extensive levels of organizational learning capability, social-emotional competence, and time management, with strong positive correlations among all variables. Crucially, mediation analysis revealed that time management fully mediates the relationship between organizational learning capability and social-emotional competence. When time management was accounted for, the direct effect of organizational learning on social-emotional competence became non-significant. These findings indicate time management plays a central explanatory role in linking school learning conditions to teachers’ social-emotional well-being, emphasizing the value of integrating deliberate time-management training into broader organizational learning supports and school improvement initiatives.
Keywords: mediation, organizational learning, public school teachers, social-emotional competence, time management
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]