Academic Procrastination on the Academic Failure Attribution of Students as Mediated by Teacher Professional Development

Abstract

This study aims to determine the levels of academic procrastination, failure attribution, and teacher professional development among basic education students in Lianga I District, Surigao del Sur, and explore their interactions. Utilizing a quantitative descriptive-correlational research design, the study involved 320 elementary, junior high, and senior high school students who responded to the modified questionnaires on procrastination, failure attribution, and teacher professional development. The findings suggest that students exhibited a moderate level of procrastination, with their failure attributions substantially correlated with their propensity to delay tasks or fear of non-completion. Notably, many students attributed their academic failures to factors beyond their control, such as believing they lack intelligence, have poor memory, possess little talent, or have a limited natural capacity for academic pursuits. Regarding teacher professional development, the findings revealed strengths in several areas but highlight the need for improvement in questioning techniques, teaching models, the learning environment, and time management. Although teacher professional development significantly influenced student procrastination, its role as a mediator between procrastination and failure attribution was not evident. These findings are crucial for enhancing educational strategies within the district. Improving teacher efficacy through targeted training could reduce procrastination and reshape students' perceptions of their failures, potentially leading to better academic outcomes. The study emphasizes the need for further research to examine how teacher training affects student behavior and to identify additional factors influencing academic performance.