CAUSAL EFFECTS OF TEACHER PEDAGOGICAL SUPPORT USING STRUCTURAL

Abstract

This study analyzes the causal effects of pedagogical support on teacher effectiveness using Partial Structural Equation Modeling (PLS-SEM). It posits that support, understood as a form of continuous, personalized, and reflective instructional coaching, is a more effective strategy than traditional training for strengthening teacher self-efficacy and performance. Based on Bandura's social cognitive theory, the model examines the relationships between pedagogical support (PS), teacher self-efficacy (TS), and teacher effectiveness (TE), also incorporating a multi-group analysis (MGA) to compare the effects between teachers who received the intervention and a control group. The study used a simulated dataset with a quasi-experimental, longitudinal design, which included 30 teachers (15 experimental and 15 control) evaluated before and after the intervention. The results demonstrate a positive and significant effect of mentoring on teacher effectiveness (β = 0.285; p < 0.05) and of teacher effectiveness on teaching efficacy (β = 0.352; p < 0.01), explaining 12.4% of the variance in teacher effectiveness. Multigroup analysis confirmed significant differences between groups in both causal pathways (p < 0.05), empirically validating the effectiveness of the intervention. Theoretically, the research provides evidence on the psychological mechanisms that link mentoring with improved teaching practice, positioning self-efficacy as an essential mediator. Practically, it recommends consolidating institutional policies that promote sustained professional development programs, replacing episodic training models. This reinforces the value of teachers as central agents of change in educational systems.