Running Head: MOTIVATIONAL TEACHING STRATEGIES OF

TEACHERS TO STUDENTS WITH BEHAVIORAL PROBLEMS

Exploring the Best Motivational Teaching Strategies of Long-Tenured Teachers to

Students with Learning Behavioral Problems

Gianna Rafaela Blanca

Lin Gel Nouvel Camara

Nazri Carl M. De Asis

Marian Mae U. Mendoza

Christian Jay M. Munoz

Mark Joel M. Palisoc

Virgen Milagrosa University Foundation Special Science High

School

Bobby B. Dela Cruz, LPT, MEd

Practical Research 1

November 22, 2022

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS
 Exploring the Best Motivational Teaching Strategies of Long-Tenured Teachers to

Students with Behavioral Problems

Background of the Study:

The Philippines is one of the countries that experience students with learning

behavioral problems. DepEd No.8 s.2015 on page 20, IV states that the core values of

the Filipino child should be reflected in the report card. The core values have been

translated into a behavior statement. In addition, indicators have been formulated for each

behavior statement. Schools may craft additional indicators for the behavior statements

but must ensure that these are child-centered, gender-fair, and age and appropriate. To

support the development of these core values, schools must make sure that their

homeroom guidance program promotes them. Additional opportunities must integrate

into class discussions in all learning areas. Behavioral problems are likely to exist in most

schools such as not being a responsible student and violating the school rules. Students

with behavioral problems have a negative impact on teachers and fellow students, as well

as the whole school as a consequence of having an unclear discussion during classes, or

the communication with teachers and students being informal on the other hand

disrespectful. In connection to this, those students with these problems will have a hard

adjustment to their academics because they are far away from reaching the goals of being

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS
a student who should act according to the school rules and appropriate for their

surroundings.

Teachers are having a hard time handling students with behavioral problems that

affect their academic status, regards with students engaging in unmindful behaviors,

affecting the teachers and other students during class hours. Behavioral problems in

particular leaving early, disregard for deadlines and cheating are common. These refer to

factors that create these problems due to personal or family problems causing the students

to act in an illicit way. Teachers tried to communicate with these students in a

professional way. This makes the teacher’s job more complicated since they need to act

professionally as well as non-being aggressive toward the student, despite the fact that

students aren’t acting accordingly. In connection to this, there are students who do not

give an ear to the teacher’s guidance regarding to their indiscipline. In solution to this

issue, teachers will make use of motivational teaching strategies also lead to increased

effort and energy. Motivation determines whether a student will pursue a task, even the

difficult one, with enthusiasm or lackluster attitude. Motivation increases the imitation

and persistence of activities (Melissa, 2021). Motivational strategies had positive

influence on student’ motivation. Teacher’s belief in their craft, pedagogical skills, and

effective classroom management enhance students’ motivation to learn (Davion, 2017).

Motivational teaching strategies will be beneficial to both teachers and students for the

reason that students that in need to fix their behavior will have the influence due to the

motivated teaching strategies, as well as it will be beneficial to the teachers due to the

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS
well-made teaching strategies that they will convey to the students to improve their way

of behaving

Behavioral problems are inevitable, each school have to undergo pupils with

behavioral problems. In solution to this matter, teachers have to come up motivational

teaching strategies in order to help the pupils with their negative performance. Given

these circumstances, the researchers decided to conduct this study to explore the best

motivational teaching strategies among long-tenured teachers in Virgen Milagrosa

Special Science High School in order to have a great solution to the students who have

learning behavioral problems to improve their academic behavior as well as reach the

goal of being a responsible student.

Statement of the Problem

Generally, this study will be conducted to explore the Best Motivational Teaching

Strategies of Long- tenured Teachers to Students with Learning Behavioral Problems at

Virgen Milagrosa University Foundation Special Science High School in San Carlos City

Pangasinan during the school year 2022-2023.

If answered the following questions:

General Question. What will be the Best Motivational Learning

Strategies of Long-tenured Teachers to Students who have Learning

Behavioral Problems?

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS
 Specific question.

1. What are the profiles of the respondents in terms of

a. Age

b. Subject teaching

c. Years of teaching

2. What are the implemented motivational teaching strategies towards to

students with learning behavioral problems?

3. How does teaching strategies reflects to students with behavioral

problems?

4. What instructuional strategies are available for behavioral issues to the

most effective teaching methods to motivate students?

5. How do teaching strategies engage students on their behavioral

problems?

6. What are the best motivational learning strategies to teachers towards?

a. Inattentive

b. Hyperactivity

c. Inappropriate cellphone usage in class

d. Impulsivity

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS
 Scope and Delimitation

This phenomenological study aimed to determine the best motivational

teaching strategies of teachers due to students with learning behavioral problems among

the long tenured teachers in Virgen Milagrosa University Foundation Special Science

High School in San Carlos City Pangasinan. The study used non-probability sampling

method and participants were questioned in an unstructured interview. The researchers

limited this study to only asses the long-tenured teachers during the school year 2022-

2023.

Conceptual Framework

The researchers conceptualize and constructed Figure 1 to represent the

relationship among the variables used in this study. It included the input, output, process,

and output of the study

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS

Figure 1
Conceptual Framework

Input Process Output

Strategies of Long-
tenured teachers
Phenomenological
Virgen Milagrosa The Best Motivational
Study
University Foundation Teaching Strategies of
Special Science High Long-tenured teachers
Subjective Sampling
School to exploring students
with learning
Profile forms and
Students with Learning behavioral problems
semi-structured
Behavioral problems

Exploring best
motivational strategies

The paradigm showed the relationship between the respondent, other inputs and data

gathering process in order to occur the outputs, which were the exploring of motivational

teaching strategies of long-tenured teachers in order to fix students with learning

behavioral problems.

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS

Significance of the Study

 This study has significance to best motivational teaching strategies.

Generally, the results of this study are meaningful to implement schools, teachers and

students about their learning behavioral problems. The conclusions of the study are

significance to the different sector, which are as follows:

School. It can provide further knowledge regarding teaching strategies,

they can advocate to the school to voice out the best motivational teaching strategies to

help the teachers in order to guide the students with learning behavioral problems.

Teachers. This study can provide best motivational teaching strategies that

will lend a hand to handle students with their learning behavioral problems. In condition

to this, they can guide and enhance the pupil’s academic performance.

Students. This study is conducted to help students improve their learning

behavior towards their environment. It provides teaching strategies to students in order to

become responsible.

Future researchers. The findings of this study can be additional reference

for the future researchers regarding on this topic. These ideas presented in this research

may be used as reference data conducting new researches or in testing the validity of

other related findings.

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS

Review of Related Literature and Studies

 This section presented the literature and studies pertinent to the
study's central concept. It examined the studies and materials in order to
provide the necessary background and information for this study.

Foreign Related Literature

A research study by Lisette, 2015 states that teachers are key actors who
shape the learning environment and whose main tasks include motivating
students to learn. Teachers can differ in the way in which they try to motivate
students to learn and their motivational strategies can vary from autonomy-
supportive to controlling. The present study explored how teachers’ personal
beliefs and contextual factors relate to their self-reported autonomy-supportive
or controlling motivational strategies. Based on their self-reported motivational
strategies, two clusters of teachers were distinguished: teachers who mainly
reported autonomy-supportive strategies and teachers who mainly reported
controlling motivational strategies. The strategies of autonomy-supportive
teachers aligned well with their personal beliefs and preferences, whereas some
teachers in the controlling cluster would prefer more autonomy-supportive
strategies. Underlying reasons for more controlling teaching strategies were
mainly contextual, including ‘factors from above’ such as national standards or
high-stakes testing, but mainly ‘factors from below’ referring to negative
perceptions of students’ abilities, behavior, background characteristics or
motivation. Implications are drawn and suggestions for further research are
provided, in connection to this, these studies have examined how teachers’ best
motivational teaching strategies are affected by their perceptions of their whole
classroom and of individual students. If teachers’ motivational teaching
strategies are dependent on their perceptions of the classroom, and teachers in
perceived ‘at-risk’ classrooms resort to more controlling strategies to motivate
their students, they actually could be undermining students ‘native motivational
resources. Such as, already-existing differences in motivation and learning
outcomes actually might be increase.

A study conducted by Nedaa, 2021 states that different teaching

strategies in the classroom in order to teach the students. They can use pair discussion

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS

strategy to understand the students’ behavior and their interaction in the learning process.
Moreover, student-student and teacher-students interaction is very important for the

students’ engagement in the classroom and reinforces learning. The study states that

communication is the key for the teacher to understand what kind of teaching strategies

s they would apply for the student to comply the teacher’s objective on why are they

implying this to students with learning behavioral problems. Teachers furthermore, have

need to understand the pupil’s insights so they are certain on the teaching strategy they

will imply to the class as well as the student, they must oblige to do this for the student

understand and improve to all intents and purposes.

Furthermore, a research study by Suhaida et al.., 2020, implies that

teachers act as a key social figure who significantly affect the motivational quality of the

learning process in positive or negative ways. Indeed, almost everything a teacher does

the classroom has a motivational influence on students, which makes teacher behavior a

powerful ‘motivational tool. Motivation plays an essential role in the success of teaching

and learning. It exclaims that teachers have made impacts to students due to the reason

they are filling the student’s mind with lots of knowledge hence it would be greater if

they would include motivational teaching strategies so be guide as a key social figure.

To sum it all, teachers are the so-called influencers to students due to their

knowledge that they share to students. Teachers should also be creative in their teaching

style to be able to catch students’ attention mainly the students who encounters learning

behavioral students due to that they applied the motivational teaching strategies. Before

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS

implying that strategy, teachers must have to observe the student’s environment and
nature to understand what form of strategy they would imply to oblige the student to

understand and improve. Teachers as well have nature and experiences to this kind of

strategies from their past experience or significantly more, although before that they

should communicate and understand the student’s perspective first on account of having

successful teaching strategies for the teachers.

Local Related Literature

A study conducted by Gemma, 2020 states that this discussion focused

on the impact of effective teaching strategies on the student’s academic performance

learning outcome, along with the researcher’s own experiences, the teacher plans out

content and uses effective strategies to teach. Teachers must have a passion for learning

and teaching to understand the needs and interests of the students. Teacher’s passion in

teaching is essential. Expressing your passion for teaching or the subject you teach, can

grab your students’ attention and drive engagement (Alyssa, 2019). In order to make the

teaching strategy work, first teachers must communicate with students at the same time

teachers must have passion in teaching, if they love what they teach the student will love

it as well.

To support this idea, research published by Ariel & Jerlyn, 2015

explained that professors, lecturers, and instructors of the institution of higher learning

are pressured to make their learners responsive to the future societal roles these students

make take. Teacher needs to be an effective teacher, to become and effective teacher,

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS

they must learn, adopt, and use teaching strategies in their day-to-day lessons in the
classroom. Students are the hope for the future, teachers are their guidance to their path.

Teachers must learn and adopt in order to become and effective teacher, a key factor for

achieving the effectiveness of teaching is to use teaching strategies for the students.

In addition, a research study organized by Richard, et al.., 2015 states

that teachers that are willing to address and meet the demands of quality instruction can

bring out the best in their pupil and student. Teachers must be passionate with teaching,

and should be willing give an action to the improvement of the student. A good quality is

the use of teaching strategy to bring the best in their student, mainly the students that

needed an enhancement.

Teachers should also learn in order to understand the way of teaching they

should imply, in order to this, they must be observant towards the students. A key factor

to this is to have a communication with their pupil, address the problem including the

matter they must build on as a student. It surely does take efforts to achieve this desire,

thus, teachers must have the willingness to commit to make the better for the students.

Before applying the teaching strategies to their discussion, they must examine what type

of strategies they would produce as well as address the matter in their students.

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS

Foreign Related Studies

A study by Hayati, 2021, indicates that a teacher is required to have

pedagogy strategy, and method competencies. For learning process to be delivered more

effectively, the teachers need a strategy to support the learning process, and the strategy

plays an important role in creating more effective and active learning so that it makes

students interested in learning. Therefore, the strategy is very important is owned and

mastered by a teacher, and the strategy can also assist the teacher in the process of

material to students. Teaching strategy is a support for teacher into catching pupil’s

attention, in conclusion strategy have an important role for the teacher to make their

discussions fascinating therefore the students would be interested in learning and it

would help them to be passionate in learning. Learning is an indispensable tool that

nourishes minds and soothes our soul. It is a necessity for both personal and professional

career as it makes us capable of understanding and handling things in a better way in life

(Hitesh, 2019). To sum up, teachers must master the importance of having a strategy for

the both teacher and pupil’s welfare.

In the same way, a study composed by FeiFei, 2021 claimed that good

teaching strategies may not only engage students in learning but may also promote

teachers’ self-concept about teaching. The present study empirically investigated the

contributions of four popular teaching strategies, namely, feedback, scaffolding, active

learning, and collaborating, to students’ engagement in learning and teachers’ self

concept in teaching. Teachers also gain something from their proposed teaching strategy

as it helps them to discuss their lessons surely that students are interested to listen,

making their strategies worked as they planned.

Another study conducted by Fatima et al.., 2020 states that teaching is

the ways of teachers in delivering the subjects to students. Teachers must apply the

method following the level of understanding of students; if not, they will be left behind,

lose interest in the discussion, and become lazy and unproductive in the class. Thus,

teachers should align their professional experiences with their teaching strategies to

benefit their students. Hence, teacher must be aware of the learning styles that they use.

The use of better and more appropriate methods in teaching and learning activities will

increase the students’ achievements. In order to make the students listen to the teacher,

teachers must understand the student’s level of understanding. Teachers must know what

type of teaching they would imply to catch the students’ attention. In short, the key factor

is to understand the student first.

To conclude, teachers also gain something from the teaching strategies

they imply, such as achieving the objected they’re aiming. Although the essential part

before reaching that level is to understand the students’ understanding in learning and to

communicate with them in order to be aware of what type of teaching strategy they will

use that will accomplish.

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS

Local Related Studies

Interests and motivation are the ideal student qualities which are

significant determinants of learning (Sabroso & Mina, 2013). It explains that motivation

plays an important role for the student to learn and improve. Motivation is not only
important in its own right, it is also important predictor of learning and achievement.

Students who are more motivated to learn persist longer, produce higher quality effort to

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS

learn deeply, and perform better in classes and on standardized test. (Chris & Teresa,

2018) Thereby, teachers must implement teaching strategies.

To support this idea, a research study by Arnold & Blessie, 2018 states

that teachers should learn to recognize, acknowledge and respect the learning style
aspects of

the students’ innate tendencies. Learning style is the way in which each individual

learner begins to concentrate on, process, absorb and retain new and difficult

information. Teachers have been conscious to the circumstances but they simply ignore

it especially those who have grown up bare in typical learning and traditional teaching

methods. Teachers should be aware in recognizing, acknowledging and respecting the

learning techniques of students. Students have different ways in understanding the things

they learn and it depends in the learner what type of learning strategies they use to gain

an understanding on things, it all starts at focusing, process gaining knowledge and

retain new and difficult statistics.

Educators who use appropriate instructional strategies allow learners to

have the capability to make meaningful connection between concepts learned in class and

real-life situations. It offers an opportunity for learners to demonstrate their knowledge.

Teachers also benefit from using proper instructional strategies because they are able to

better monitor and asses students’ performance through different methods of evaluation
(Joanie & Sabturi, 2021). Teachers that use helpful and appropriate instruction strategies

help learners to have the best leaning experience that also helps the students to really

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS

WITH BEHAVIOURAL PROBLEMS

gather information to their full extent when in class and in real life situations. The

students can even answer properly in questions and are great at demonstrating their

knowledge. The teachers too benefit from the use of helpful proper instructional

strategies because they will be able to have better monitor and asses student performance

with different methods of evaluation.

Researchers revealed that motivational teaching strategies plays a vital role

in both students and teachers, for the reason they must connect to each other to achieve

the objective of the teachers in their teaching strategies. These reviewed literatures

collected facts and results from previous studies that will help in the strong justification

of the present study, mainly the best motivational teaching strategies of long-tenured

teachers to students with learning behavioral problems.

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS
WITH BEHAVIOURAL PROBLEMS

Methodology

This section presented the study’s methods and procedures. It showed the research
design, respondents of the study, sampling and sampling technique, instruments of the
study, data gathering procedure, and the treatment of the data.

Research Design

For this research study about exploring the best motivational teaching
strategies of long-tenured teachers to students with learning behavioral problems, the
researchers used phenomenology research design.

A study compared by Shona, 2021 explained that a research design is a

strategy for answering the research question using empirical data. A well-planned
research design helps ensure that the methods match the research aims and the right
usage of analysis for the data. A qualitative research approach that helps in describing the
lived experiences of an individual is known as phenomenological research (Ravi, 2021).
The phenomenological method focuses on studying the phenomena that have impacted
an individual. This approach highlights the specifics and identities a phenomenon as
perceived by an individual in a situation. It can also be used to study the commonality in
the behavior of a group of people.

The design sought to know the best motivational teaching strategies of long-
tenured teachers in Virgen Milagrosa Special Science High School. The researchers
gathered the data from the long-tenured teachers of Virgen Milagrosa Special High
School who use motivational teaching strategies. It enabled the researchers to be aware
of the classifications of teaching strategies to utilize.

Respondents of the Study and Sampling Procedure

In this study that investigated the best motivational teaching strategies of long-
MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS
WITH BEHAVIOURAL PROBLEMS

tenured teachers to students with behavioral problems in learning, the researchers’ target

were the long-tenured teachers in Virgen Milagrosa Foundation Special Science High

School for the school year-2022-2023, who have the best motivational teaching strategies

to students with learning behavioral problems. The source was the six (6) long-tenured

teachers that use motivational teaching strategies and which have been using

motivational teaching strategies when teaching students.

Non-probability sampling was used to gather the sample data needed by the

researchers. As defined by Kassiani, 2022, non-probability sampling, each unit in the

target population does not have an equal chance of being included. The form of the

sample is using other considerations, such as convenience or a particular characteristic.

The type of non-probability sampling used was convenience sampling wherein the

researchers pursued to identify participants who could correspond to the strict objectives

and criteria of the study. Convenience sampling is where the researchers will give time to

express the thoughts of the respondents. Convenience sampling, as defined by (Kassiani,

2022), is a non-probability sampling method where units are selected for inclusion in the

sample because they are the easiest for the researcher to access.

From the entire population of 20 teachers, 6 teachers who are long-tenured were

chosen of Virgen Milagrosa University Foundation Special Science High School.

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS
WITH BEHAVIOURAL PROBLEMS

Research Instrument

For this study, a profile structure and an unstructured interview were given to the

long-tenured teachers of Virgen Milagrosa University Foundation Special Science High

School. In an unstructured sort of interview, are controlled conversations that bend

towards the interest s of the researcher. As explored further, there are different subtypes

of the semi-structured interviews (Jamshed, 2014).

The meeting offered expected to make a schedule in order to make the interview to

long-tenured teachers who have best motivational teaching strategies to students in order

to develop their learning behavioral problems. It includes open-finished inquiries to allow

the understudies to provide information about their circumstances and conduct.

Semi-structured have sets of questions, although the interviewer is free to have

additional questions about specific research topic. The interviewer modifies their

questions to suit the candidates’ specific experiences. In this type of interview, the

interviewer may prepare a list of questions but won’t necessarily ask them all, or touch

on them in any particular order. Instead, interviewers will use these questions to guide the

conversations (Alison, 2022).

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS
WITH BEHAVIOURAL PROBLEMS

Data Gathering Procedure

In this study, the data was gathered through a profile form and semi-structured

interview. The researchers carefully constructed the questions and asked approval from

the research adviser, the principal, and other experts to conduct the interview. After the

approval of the research adviser, the researchers started to formally conduct the study.

The study was thoroughly explained to the respondents. Their permission was first asked

through a consent letter and the researcher published only the data they would want to

appear. The interview questions were administered online to the respondent to assess

their specific behaviors, views, or opinions toward the best motivational teaching

strategies of teachers to students with learning behavioral problems.

Considering ethical aspect of research, this research was accomplished with

appropriate guidelines. Enough time was given to the respondent of the study so that they

could depict their views on research questions. Consent from the respondents were taken

and appropriate permission were also ensured for usage of their given data. The

disclosure of the respondents’ identities was based on their permission. Hence, the ethical

aspect of this research is followed very strictly in this study.

MOTIVATIONAL TEACHING STRATEGIES OF TEACHERS TO STUDENTS
WITH BEHAVIOURAL PROBLEMS

Treatment of the Study

All data assembled of the long-tenured teachers that make use of motivational

teaching strategies were gathered from the interview and were treated with care and kept

quietly. The data gathered from different long-tenured teachers were non-identical in

each teacher. Each teacher had a different classification of motivational teaching

strategies towards the students in a way to seize the students with attention.

This qualitative research study centered on convenience sampling measurement of

data, as well as the profiles of the respondents were presented in thoughts and opinion.

The data presentation pointed on analyzing and interpreting the data gathered from

subjective data. The statistics of motivational teaching strategies of long-tenured teachers

were answered and were put together that is shown in a narrative form.