The Structural Relationship between Secondary School Teachers’ Level of Computational Thinking Skills and Organizational Agility
DOI:
https://doi.org/10.58780/rsurj.v6i1.169Keywords:
structural relationship, computational thinking skills, organizational agility, secondary school teachersAbstract
With the various problems encountered by secondary school teachers, the skills to adapt to the evolving educational landscape is imperative. In this study, secondary school teachers’ level of Computational Thinking Skills (CTS) and Organizational Agility (OA) was assessed, as well as the structural relationship of the two variables. Standardized CTS test and OA Test were adapted and revised based on the Philippines’ secondary school setting. Convenience sampling was done among 305 secondary school teachers in the division of Romblon. The sampling size was calculated using Raosoft software. SPSS v. 25 was used to calculate the descriptive statistics. The structural relationship between variables was modelled using Smart PLS software. Results revealed that secondary school teachers CTS and OA were high and very high, respectively. It was also found out that CTS significantly predicts secondary school teachers’ OA. It was recommended that activities such as problem-solving simulations be integrated in every school’s in-service training program for secondary school teachers’ sustained level of CTS and OA.
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