Mediating role of School, Classroom and Students Levels between System and Outcomes for Teachers of Students with Hearing Impairment

Abstract

This study sought to determine the relationship between teachers' assessments of the quality of educational services (at the system, school, classroom, and student levels) and learning outcomes (cognitive, affective, psychomotor, and new learning) as well as the sequential mediating role of these levels for teachers of students with hearing impairments. This study applied a quantitative perspective to approach the problem. The population of this study included teachers of students with hearing impairment enrolled in government special education institutions in Punjab Province. The sample for this study was chosen using a random sampling technique. As a sample for this study, 300 teachers of students with hearing impairment were chosen. The researchers created an indigenous scale. On a five point Likert scale, each statement was assessed. For the teachers of the students with hearing impairment, a Pearson product moment correlation analysis was done to look into the relationship between the system, school, classroom, student levels, and outcomes. In order to investigate the mediating role of educational effectiveness between system level and outcomes for parents of students with hearing impairment, a structural equation model (SEM) was used.