Teachers' Motivation in Pursuing Professional Development Its Relationship To Their Ascribed Competencies

TEACHERS’ MOTIVATION IN PURSUING
PROFESSIONAL DEVELOPMENT: ITS RELATIONSHIP

TO THEIR ASCRIBED COMPETENCIES
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Pages: 274-298
Document ID: 2023PEMJ648
DOI: 10.5281/zenodo.7854151
Manuscript Accepted: 2023-21-4
Psych Educ, 2023, 8: 274-298, Document ID:2023 PEMJ648, doi:10.5281/zenodo.7854151, ISSN 2822-4353
Research Article
Teachers’ Motivation in Pursuing Professional Development:

Its Relationship to their Ascribed Competencies
Bailani M. Awa*, Genevieve O. Torino
For affiliations and correspondence, see the last page.
Abstract
The general objective of this study was to determine the level of teachers’ ascribed competencies in
the Municipality of Aleosan. It looked into their demographic profile, professional development
programs attended, motivation in pursuing professional development, and level of ascribed
competencies in the aspect of knowledge of subject matter, dedication to teaching, classroom
organization and management, instructional organization, instructional implementation, and
monitoring of pupil’s progress and potential. Majority of the teachers were in the age bracket of 36-
41, most are female with master’s units, teaching for more than 13 years, and designated as Teacher-
1. In addition, they had attended seminars related to computer literacy to enhance their teaching skills
and strategies, and these teachers pursue professional development to support their overall growth.
Moreover, teachers were highly competent when it comes to their level of ascribed competencies as
assessed by the respondents. However, no significant difference was found between the level of
teacher’s ascribed competencies when grouped according to educational attainment and position.
Lastly, findings revealed that pursuing professional development influences all teachers’ ascribed
competencies. The more motivated teachers are, the more competent they are.
Keywords: competencies, degree and non-degree, professional development, teacher’s

motivation, and teacher’s ascribed competencies
Introduction learning that is conceptualized as dynamic, ongoing,

and set in teachers' daily lives. It is embedded in the
classroom context and constructed through experience
A competent teacher does what is best for the learners. and practice (Bruce et al., 2010).
Such a teacher seizes every opportunity to encourage
learning, believing all learners can learn (National In the Philippines, the study by Chen et al. (2022)
Institute of Education,2010). Nowadays, education is concluded that teaching professional development
the center of all changes and development processes. It activities positively impact the classroom. Teachers
is the most valuable investment tool for a prosperous need professional development to enhance their skills
future (Kaya, 2019). Moreover, the teaching in information technology, online teaching strategies,
competence of teachers is highly regarded as the core and conducting research.
of every educational endeavor.
Moreover, teachers in the Municipality of Aleosan
Educators worldwide are significantly challenged to believe that competent teaching is more than just
gradually develop a more complex teaching imparting knowledge. It is all about inspiring the
competence due to the demand for highly skilled learners to learn despite all circumstances. Thus,
graduates in the global market. Therefore, there should teachers, in general, must engage themselves in
be teachers who can constantly update themselves, continuing education which can bring out the best in
respond to the current needs of society, internalize them, which in turn could also bring out the best in
social changes, become role models for the learners, their pupils (Flores, 2019). However, despite the
and learn contemporary pedagogical approaches. This training and workshop opportunities provided by the
requires teachers to remain relevant by keeping Department of Education, their effects and
themselves abreast of the different trends in education effectiveness still need to be ascertained. Since this
(Malunes, 2020). study has yet to be explored in this Municipality, this
inspired the researcher to pursue the study to gauge the
Asia Society (2015) stated that educators and teachers' motivation in pursuing professional
education systems worldwide are reassessing the development and its relationship to their ascribed
knowledge, skills, and dispositions every learner needs competencies.
to succeed in today's rapidly changing and complex
world. Further, teachers must learn ways that develop Research Questions
higher-order thinking and performance skills. They
must be offered more and more effective professional This study aimed to determine the teachers' motivation
Awa & Torino 274/298

Research Article
in pursuing professional development and its considered responsible individuals who have a passion
relationship to their ascribed competencies. for teaching, put their heart into their job, and whose
Specifically, the study sought to answer the following preference in teaching is the welfare of their pupils.
problems: Teachers find happiness when they achieve goals
which leads to the feeling of integrity and success.
1. What is the demographic profile of the teachers in
terms of age, sex, educational attainment, length of As to teachers' educational attainment, Potomac (2016)
service, and position? raised the idea that teachers should have a master's
2. What professional development programs are degree as it provides a broader understanding of their
attended by teachers regarding degree and non-degree? field of study. They become capable of focusing on
3. What are the motivations of teachers in pursuing additional areas and a sense of practicality.
professional development? Additionally, obtaining a master's degree is of great
4. What is the teachers' level of ascribed competence help to make teachers stay competitive and have
in the aspects of knowledge of the subject matter, higher chances of achieving important positions or
dedication to teaching, classroom organization and promotions. Further, teachers participate in
management, instructional organization, instructional professional development sessions (Graduate Studies)
implementation, and monitoring of pupils' progress to keep their certification current (Salvan &
and potential? Hambre,2020). Moreover, investing in a master's
5. Is there a significant difference in the level of the degree gives teachers a renewed sense of confidence.
teachers' ascribed competencies when grouped It helps them enhance their leadership capabilities,
according to educational attainment and position? time management, and decision-making skills, pursue
6. Do the teachers' motivations to pursue professional necessary professional skills, and foster personal
development significantly influence their ascribed growth. It is also considered an achievement that a
competencies? teacher should be proud of.
Concerning teaching positions, DepEd's general

Literature Review guidelines on ranking from Teacher to Master Teacher
(MT) position provide that the total number of MTs
Demographic Profile of the Respondents shall not exceed 10% of the total number of teachers in
the school district, where 6.6 % is allotted to Master
As an instrument of molding young citizens to become Teacher I position and 3.4% for Master Teacher II
productive individuals in the next generation, teachers (DepEd Palawan, 2019).
attended various seminars and workshops to be
The professional philosophy of teachers includes the
capacitated with new teaching techniques to
beliefs, values, habits, and assumed ways of doing
effectively deliver knowledge and skills for them to be
prepared to deliver better education to the learners. things shared within a particular group of teachers or
According to Mohd et al. (2018), the capability of in the teaching community of which they are part and
teachers to impart knowledge contributes significantly can be observed in the relationship among teachers
to students' achievements in schools. Likewise, (Chipaco & Branco, 2018).
teaching innovation is necessary to enable learning
Professional Development Programs Attended by
environments suited to every learner.
the Teachers
However, teaching has become a feminized profession,
especially in elementary teaching, regarded as Professional development mainly refers to formal and
'women's work' (Bongco, 2020). Similarly, most informal learning experiences and processes that lead
women are observed in the teaching sector since 'they to deepened understanding and improvement of
feel accepted,' and the profession provides job security practice. Professional development in the 21st century
(Wang & Samba, 2019). Further, Wilkelmann (2016) is essential to the growth and development of
expressed that female dominate elementary education. educators. Today's educational realm has multiple
perspectives, technologies, and opportunities for
Furthermore, young adulthood takes place between the learners and educational leaders. Acquiring and
ages of 19 and 40, according to Erick Erickson's utilizing professional development is essential to keep
theory (1982). This is called intimacy which is a stage learning relevant, create teacher leaders, help teachers
that describes friendly relationships as characterized to go beyond maintenance, create sustainability and
by closeness, honesty, and love. Teachers are professional longevity, and enhance teaching-learning

Research Article
strategies. Teachers are considered life-longer learners allowing teachers to take active roles (Ozer, 2018). In
who impact the pupils and communities they serve addition, Teachers are engaged in interactive,
(Washington, 2019). Further, educators are currently integrated, applied, and result-oriented work with
standing in the 21st century, where technical advances professional development activities, and they work in
are prevalent, and learners behave in the "21st-century teams. It is stated that the tasks spread into a working
style" as well (Ball, 2018). day to make the teacher active at school, such as
mentoring, group study teams, and pupil coaching, will
As the educational system evolves, schools are finding be more efficient in terms of professional development
ways to provide quality education to learners. Many (Ilgan, 2013). Thus, in the implementation process(in-
articles are floating on the internet stating the most service), professional development is provided by
21st-century skills of teachers and learners (Stauffer, transferring knowledge and skills to practice,
2020). Most teachers attend training to improve their transferring to learners, colleagues, and the
skills, especially in Information and Communications environment (Sun, 2016).
Technology (ICT). Moreover, with the advent of
technology, enhancing the knowledge and skills of However, the statement contradicts the idea of
teachers can already be done through seminars, and (Bangao, 2020) that even if the teachers attended much
teachers should be able to use the available technology training, more is needed to ensure a profound effect in
efficiently and develop others' technological abilities increasing teachers' competencies. Some teachers
(Toquero & Talidong, 2020). attended training to gather promotion certificates.
Likewise, the teachers are sent to training outside their
In teaching, professional development activities are specialization area. Fauthab et al. (2019) argued,
considered essential in the performing profession and "Although training is central to the teachers'
expressed as all factors improving an individual's effectiveness, training bears little relation to quality
knowledge, skills, field expertise, and many other teaching." The actual application of what was learned
characteristics (Altun & Vural, 2012). Further, the in the classroom depends on the availability of
professional development process focuses on making instructional materials. Indeed, Esmeralda (2010)
pupil learning more qualified. It affects the agrees that the teachers' competency level's most
development of teachers' readiness in terms of significant factor is the adequacy of learning facilities.
teaching skills and their potential to affect pupil
achievement (Bayar, 2014). Teachers are expected to Teachers' Motivation to Pursue Professional
reflect on the knowledge, skills, and experiences they Development
have acquired through professional development
activities in a way that contributes to the pupils' Professional development is the process of improving
learning more effectively and develops a different the knowledge and skills of individuals related to their
point of view on the lesson (Avalos, 2011). Continued profession. In terms of teaching, it is expressed as all
professional development allows teachers to stay up- factors improving an individual's knowledge, skills,
to-date with the changing nature of the world, learn field expertise, and many other characteristics (Altun
new skills, and adapt to changes (Towns,2021). et al., 2018). On the other hand, effective professional
development is structured professional learning that
Moreover, in the professional development process, a leads to changes in teaching practices and improves
non-degree program such as in-service training pupils' learning outcomes (Darling-Hammond, Hyler,
activities has an important place in addition to & Gardner, 2017). The concept of professional
professional development activities embedded in the development has emerged over time with the evolution
work. In-service training activities are carried out to of concepts such as in-service training, personnel
increase the expertise and skills of teachers, develop development, career development, and human
educational goals, improve learning environments, and resources development. According to the new
develop instructional/teaching materials to increase understanding, the concept emphasizes long-term
teachers' educational performance at school (Goksoy personal progress and development in a professional
& Dinc, 2017). sense.
In recent years, training such as courses, seminars, and Additionally, Buldu (2014) defines teacher
conferences given by experts for the needs of the professional development as teachers' progress in
school in which teachers do research through understanding educational issues and problems,
teamwork to increase the quality of education stand providing learners with knowledge and skills related to
out in terms of being accessible, need-oriented, and their field, contributing to the development of learners

Research Article
in all aspects, creating different and rich learning direct their learning and support with necessary
environments, planning and evaluating teaching, resources. Teachers are more engaged in professional
establishing effective social relations, and contributing development when it addresses an issue in their
to the development of the school. Moreover, Bayar classroom. Additionally, Wan-Shuai et al. (2019)
(2014) states that professional development affects the found that self-improvement can improve learners'
development of teachers' readiness in terms of experiences; teachers can apply their learning to
teaching skills and their potential to affect pupil lessons that pupil enjoy, parents feel supported, and
achievement. Teachers are expected to reflect on the colleagues want to use; and career advancement and
knowledge, skills, and experiences they have acquired quality of life. Furthermore, Bozkuş (2019) focused on
through professional development activities in a way providing professional development to improve
that contributes to the learners' learning more practice by considering educators' opinions about its
effectively and develops a different point of view on problems. Data collected from learners to determine
the lesson or subject (Avalos, 2011). the professional development levels of their teachers
provided valuable feedback, which teachers used to
Furthermore, Zepeda et al. (2013) describe effective develop action plans facilitated by professional
professional development as embedded learning development leaders. Thus, it should be implemented
opportunities that include transferring professional using pupil observations to determine needs and plan
knowledge and skills to practice, developing new activities that address teachers' practices and help to
knowledge, and transferring them to pupils, solve their professional problems.
colleagues, and the environment. Teachers engage in
interactive, integrated, applied, and result-oriented However, teachers view professional development as
work with professional development activities. In essential to their practices, but they have expressed
addition, it can be defined as activities that should that some of its activities do not allow substantial
support and increase teachers' practices. Quality learning. Providing better and more frequent
experiences can nourish teacher practice and pupil opportunities for its programs is essential to the growth
engagement through self-efficacy and teamwork and education of pupils (Gomez & Ford, 2017).
(Noonan, 2019). Teachers' self-efficacy refers to their Teachers often express dissatisfaction with the number
beliefs in their ability to make a difference in pupil of opportunities and the quality available, resulting in
learning and to get through even to learners who are teachers' practices suffering, consequently affecting
difficult or unmotivated (McMillan et al., 2016). pupil achievement. Nevertheless, when changes are
made to its programs and perceived as positive,
Further, professional teacher learning is now mainly teaching practices will improve (Kisa & Correnti,
conceptualized as dynamic, ongoing, continuous, and 2015).
set in teachers' daily lives. These are embedded in the
classroom context and constructed through experience Moreover, research shows that teachers are
and practice. Thus, to develop sophisticated teaching, disappointed by and fail to make the most out of
teachers must be offered more and more effective professional development despite the time and money
professional learning. Teachers must learn in ways that devoted to it. Allowing for differentiated professional
develop higher-order thinking and performance skills development opportunities, then asking for teachers'
(Bruce et al., 2010). Whether individually or reflective input can allow for an understanding of the
collaboratively, professional development allows factors that impact teachers' perceptions of the
teachers to reflect, develop, and evolve in their programs (Noonan, 2019). On the other hand,
commitments to education (Avidov-Ungar, 2016). Yurtseven (2017) found out that large amounts of
Through professional growth, teachers can gain and money are budgeted for professional development
advance in their critical knowledge, skills every year, but many of the programs need to be
development, and emotional intelligence to progress in differentiated and personalized to improve teaching
practice and pedagogy throughout their careers. Their practices.
opportunities are essential to achieving professional
goals; thus, they become a sound investment of time McCray (2018) also claimed that professional
and money for educators and leaders (Aldosemani, development allows educators to provide learners with
2019). a premium education. Still, there is a potential decline
in profession al co llaboration , focus, and
Likewise, Su, Feng, and Hsu (2018) identified two implementation when it becomes a requirement for
main factors that influence a commitment to teachers. That is, when they attend district-mandated
professional development: teachers' ability to self- professional development, they require ongoing

Research Article
guidance, resources, expectations, and reflection, On the other hand, an extrinsically motivated teacher
which may not be available in one-time programs performs the activity or duty to obtain some reward,
(Aldosemani, 2019). Despite the existing evidence of such as a salary. Meanwhile, expert teachers favored
effective professional development models, some motivators such as professional growth through
teachers' feedback continues to question the increasing knowledge, skills, and responsibilities
effectiveness of district-mandated programs (Appova (Avidov-Ungar, 2016). In contrast, others were driven
& Arbaugh, 2018). by desired higher-level positions in and out of their
schools. It could be a necessary stepping stone to cross
On the other hand, motivation tells us why someone to the other side and enjoy the additional rewards of
does something. It is essential to teaching and learning promotion opportunities.
(Khan et al., 2016). It is vital to maintaining,
developing, and policymaking teachers' careers Moreover, Thoonen et al. (2011) indicated that
(Claudia, 2015). It is the power of performing at a high teachers' personal and psychological factors and their
level and eliminating obstacles standing against perceptions of workplace conditions in schools can
change in general, a driving force that directs controls potentially affect their motivation to participate in
and resists human behavior (Tohidi et al., 2012). professional learning activities. In terms of personal
Teacher motivation includes teachers' desire to teach level, teachers would attend a professional
and their style towards pupils in the teaching process, development program because of their factors.
which is explained by the teacher's enthusiasm and job Whereas at the school level, workplace conditions can
satisfaction (Revee & Su, 2014). It also refers to either support or inhibit teachers' motivation for
teachers' philosophies and professional growth and learning. Teachers are assumed to be more likely to
highlights its importance in supporting professional engage in learning activities when they perceive a
development (Wan-Shuai et al., 2019). The problem is, supportive school culture. In addition, social
despite the existing evidence of effective professional implications such as being in the program with a friend
development models, the feedback from some teachers or mentor can also be motivating (Bigsby & Firestone,
continues to question the effectiveness of programs. 2017). Professional development should be worth
Many teachers’ professional development teachers' time, and they should find value in gaining
requirements rely on quantity over quality, which knowledge to support their teaching (Topkaya &
deters teachers from pursuing engaging and rewarding Yelik, 2016). More so, teachers have needs such as
opportunities. autonomy, relatedness, and competence in their work.
Teachers need to feel that these needs are met through
However, research on educators' motivation to pursue frequent professional development opportunities (Tack
professional development is minimal. As the central & Vanderlinde, 2019).
idea of professional development, teachers' motivation
must focus on factor s beyond the current Also, teachers recognize that lifelong professional
understanding. It must integrate what drives teachers development is essential. Still, their commitment to a
to pursue learning opportunities to build a strong professional development program depends on
foundation that includes theoretical and practice-based whether they feel their time and effort are being
knowledge of teacher professional development appropriately utilized and that they can implement
(Appova & Arbaugh, 2018). For instance, Durksen, their learning into their daily practices (Su, Feng, &
Klassen, and Daniels (2017) found that motivation and Hsu, 2018). In contrast, the Associate Director of
teachers' learning needs more opportunities to Outreach Abound Degrees, Jordyn Harrison, states that
integrate expert knowledge that differs from a one-to- choosing further education allows teachers to make
one model, such as varied and differentiated learning more valuable connections, pursue necessary
opportunities, standard mandated workshop models professional skills, and foster personal development. It
and collaborative professional development programs allows them to further their development with the daily
as necessary components of teachers' professional scientific and technological innovations that affect
development. them. Making a voluntary commitment to participate
in the movement of lifelong learning will also enhance
Further, Mark (2015) showed that teachers' their self-sustainability and employability.
perceptions and motivations to pursue professional Professional development should be balanced and
development are related to their educational meet pupils' and teachers' needs, and those teachers
philosophies and can be intrinsic and extrinsic. An were motivated to pursue professional development
intrinsically motivated teacher undertakes a task for that is free of conflicts, primarily related to time
the feeling of accomplishment and self-actualization. (Bigsby & Firestone, 2017). Time management skills

Research Article
prove to be beneficial personally and professionally. work attitudes, and personality. One's competence is
The better you manage your time, the more effectively very much related to success in doing work activities
you can meet deadlines, manage your workload, and (Kolibacova, 2014).
keep your stress levels down. Likewise, Powell and
Bodur (2019) discussed that when learning can be Moreover, Lotunanti et al. (2014) also stressed that
directly applied to the context, it significantly impacts competence is the ability of individuals to perform
practice. tasks. Its concept is also interpreted as a person's
knowledge, skills, attitudes, and application to work by
Furthermore, teachers' needs must be considered to performance standards, abilities required for success in
understand better their perceptions of motivations to the workplace, and potential measurement criteria for
pursue professional development. They feel more assessing competency attainment and professional
valued when their roles have a higher interest in identity that will certainly affect performance.
professional development and when changes are made Similarly, Mawoli & Babanyako (2011) confirmed
through their feedback and support their learning, that it becomes a factor that affects individual behavior
collaboration, and classroom application of new and will ultimately affect performance. Whereas
strategies (Palermo & Thomson, 2019). Teachers must Sulaiman, Almsafir, and Ahmad (2013) concluded that
engage in effective professional development while performance is determined by many factors, one of
being respected and compensated based on their which is competence, one of the most substantial
expertise. Continued professional development allows factors in improving performance. Certification is also
them to stay up-to-date with the changing nature of the an essential variable for teacher performance (Amalia
world, learn new skills, and adapt to the changes & Saraswati, 2018).
within their field, and can help them earn more money.
Differentiated professional development should be Knowledge of the Subject Matter. Teaching is an
implemented to meet all teachers' needs (Khan et al., interactive process between the teacher, learner, and
2016). subject matter. Effective teaching requires teachers to
possess detailed subject matter knowledge intertwined
Moreover, when teachers feel their schools promote a with knowledge of pedagogy, curriculum, pupil
positive, collaborative climate of professional growth, behavior, learning objectives, and outcomes
they will be motivated to engage in professional (Education World, 2015). Further, knowledge of the
development. Educational leaders can support pupils' subject refers to a specific subject that a person
success and teachers' best practices through extends beyond knowing much about something. It
professional development. Teachers understand that suggests that educators and pupils think in a
their principal's knowledge can positively impact their disciplined manner that they can apply to many places
instruction and can be used to effectively design and situations. It also suggests deepening content
professional development and improve student yields richer learning (Boston Public Schools
achievement (Kindall, Crowe, & Elsass, 2018). Organization, 2020). Also, to teach all pupils
according to today's standards, teachers must
Teachers' Ascribed Competencies understand the subject matter deeply and flexibly to
help learners create functional cognitive gaps, relate
Competency is a combination of knowledge, skills, one idea to another, and address misconceptions.
and attitudes necessary to be competitive in the 21st- Teachers need to see how ideas connect across fields
century workforce. It is also essential to an educator's and to everyday life (Bascia, 2014).
pursuit of excellence. Teachers must have expertise in
a wide-ranging array of competencies in an incredibly However, Jadama (2014) stated that in-depth
complex environment where hundreds of critical knowledge of the subject matter enables teachers to
decisions are required each day (Queroda & Nama, use various techniques to deliver it. A complete
2018). Further, Naz (2016) stated that teacher understanding of content makes them confident about
competence is an intellectual potency that exists in a selecting teaching strategies that are best for learners'
teacher's mind and is realized in doing his/her job understanding. The most influential teacher has deep
according to professional standards. A teacher can use subject matter knowledge and can better implement
professional standards efficiently and effectively to their planned lesson and proficiently keep learners
help and guide the learners to achieve their goals busy in the classroom. Moreover, Luft (2020)
regardless of their differences. Similar understandings concluded that any educator knows that content
are also stated by Noel et al. (2017) that competence is knowledge is essential in teaching. It often includes
a person's ability to do work based on knowledge, understanding how the discipline advances along with

Research Article
what is known within the discipline. Further, Aziz Furthermore, Kaplan (2015) opined that dedicated
(2010) concluded that the teacher must acquire the teacher have a passion for their job and love to teach,
basics of the subjects and other information that might and consistently work to make their classrooms a
strengthen and elaborate the lesson to make it more better place for all. Significantly, teachers matter for
effective, understandable, and achievable. Teachers' many reasons, mainly because they can make a
subject matter knowledge is highly related to pupils' difference in pupil achievement that can help improve
achievement. school and education quality. Principals can help
teachers be committed to teaching by implementing
Similarly, Kamamia et al. (2014) established that leadership styles that contribute to their commitment.
teachers must master the subject matter before Education policymakers can make the teaching
imparting it to the learners since it enables the teacher profession more appealing by elevating its status,
to prepare for content delivery adequately. It similar to that of doctors, to attract the best candidates
empowers the teachers to help their learners grasp the (Hariri & Sumintono, 2020).
appropriate knowledge, skills, attitudes, and values.
However, Heggart (2016) stated that if one is going to Classroom Organization and Management.
teach a subject, then one should really know a lot Classroom management is a process of ensuring the
about the subject. The claim goes that if you want to classroom lessons run smoothly despite disruptive
teach history, you should first learn a lot about history, behavior by learners. It also deals with all the
and if you want to teach mathematics, then you should necessary arrangements for efficient and effective
get a degree in mathematics. In contrast, John Hattie, a academic work in the classroom. How a class is
New Zealand educator, identified that subject matter organized shows the relationship between pupils and
knowledge is only a minor consideration in pupil teachers (Zubayr, 2013). Classroom setup is an
achievement. It is optional that teachers can teach with essential component in a learning environment because
abandon outside their subject area. Elementary it is an essential part of classroom management to
teachers are often required to be generalists and often support teaching and learning. The structuring of the
acknowledge that they have a different level of subject learning environment is essential for teachers and
knowledge than high school teachers. Instead, teachers pupils. The physical arrangement of the classroom can
affect both learner and teacher behavior, and a well-
can afford to be one topic ahead of the pupils in their
structured classroom management plan can improve
teaching and go beyond the limits of the curriculum
learning and behavior. A supportive learning
for them to be able to explain it thoroughly to the
environment can mean the difference between good
learners.
and bad days (Cox, 2019).
Dedication to Teaching. Passion generates
commitment, and commitment motivates and inspires Additionally, there are many pieces to the puzzle of a
successful classroom, and one of the most pertinent
teachers. It drives the teachers to better student
pieces is organization. It implies much more than
accomplishment. Passion leads to creativity; therefore,
"where things go." Maintaining a physically organized
passionate teachers create an effective learning
setting is of value. The other main components of the
environment and increase pupils' learning potential.
organization in the classroom are effective class
They can think and produce new notions quickly
management, creating a positive learning environment,
(Mart, 2018). At the same time, commitment is an
and the physical setup of the room (Wannarka, 2010).
essential element of successful teaching. Committed
teachers are concerned with the development of their Similarly, steps to be taken in classroom management
learners, and they profoundly struggle with how. They are establishing rigid rules and routines, addressing
recognize and endeavor to fulfill their responsibilities potential disciplinary actions, developing relationships
to their learners. Their degree of loyalty toward their with and among learners, and administering engaging
profession is one of their distinguished characteristics. education, leading to a positive learning environment
Committed teachers are dedicated to their schools, and (Garrett, 2013). Moreover, according to Smit (2014),
better education achievement is an outcome of this the classroom environment leads toward peaceful and
commitment and dedication (Maiyani, 2017). critical learning that enhances learners' capabilities and
Additionally, teacher commitment to teaching is motivates them to learn and explore. A well-managed
characterized by four qualities: having the desire to be classroom provides an environment where teaching
good teachers, being more fact purveyors and sources, and learning can flourish. Teachers need help teaching
recognizing and accepting individual worth, and in a poorly managed classroom, and learners usually
meeting professional responsibilities (Mart, 2018). learn less than they should. There is a presence of

Research Article
discipline issues. Creating a positive learning good instructional planning plan the lessons by
environment is the key to success in the classroom. merging their ideas and thoughts with learners
Educators have to present themselves in a way that thinking and understanding of concepts. Teachers who
they not only care about what they are teaching but plan lessons by considering learners' needs, cultural
also about whom they are teaching. A positive learning values, and global demands make their lessons more
environment develops and boosts pupil performance. understandable.
The best way to create and manifest a positive learning
environment is to encourage pupil engagement and Instructional Implementation. Instruction refers to
have a pupil-oriented classroom (Bailey, Beasley, & the design/plan used in the teaching-learning process.
Swafford, 2014). Further, a good study environment, Making instructions must include considerations for
peace, care, and enjoyment are necessary for a better when, where, and how the learners will use the
and more conducive learning environment (Rosen, instruction in an actual situation. Implementation is
2010). incorporating, monitoring, and continually refining
professional learning that helps educators enhance
Instructional Organization. Instruction refers to the their practice and encourage and inspire pupil
process in which instructors make provision of the academic and non-academic growth. It is an ongoing
repertoire of instructional strategies to communicate process of identifying and implementing the strategies
with the learners in terms of academic concepts. This needed (Eichler & Mcdonald, 2021).
is to ensure that the pupils can efficiently understand
the academic concepts so they can perform well Moreover, implementation involves implementing a
academically (Barge, 2012). Additionally, Knights plan, including monitoring progress, making
(2012) claimed that well-planned instruction moves adjustments, and evaluating impact. A robust
learners from their current level of competency toward implementation plan contributes to the overall safety
explicit criteria for success. Experiencing clear and and supportiveness of learning environments to help
organized instruction positively impacts the extent to all learners succeed. Further, quality implementation
which pupils engage in higher-order, reflective, and involves systematically building cultures focused on
integrative learning (Wang et al., 2015). It also pupil learning and effort, monitoring long and short-
benefits pupil development on essential outcomes term goals, setting clear performance expectations, and
beyond mastering the specific course content (Loes & providing evidenced-based instruction (American
Pascarella, 2015). Further, teaching clarity and Institute for Research, 2022).
organization is positively related to pupils' academic
motivation and belief that their faculty are committed Additionally, Zamri and Hamzah (2019) concluded
to teaching and pupil development (Roksa et al., that teachers' competence is a significant factor in
2016). implementing current and new educational policies. A
good level of teacher competence can realize the
Moreover, Smit (2014) concluded that among the most educational purpose and policy set up in the
challenging and essential competencies is the ability to assessment. However, Hoff (2014) states that teachers
provide differentiated instruction in the classroom, are aware of the need to provide instruction that is
especially for learners of individual abilities. The most targeted at the needs of the pupils but only sometimes
challenging situation the teachers faced was effectively does so. Teachers understood the need and the purpose
using differentiated instruction techniques to balance of research-based instructional strategies but needed
their expectations with their personally established more time to locate and determine the best way in
standards and learners' differences. Every learner has which to implement the strategies. Teachers also saw
his learning style and learns better in various the value in the technology as an implementation tool
circumstances from various people. Thus, teachers but needed time to determine the most appropriate use.
need to identify the learners' learning styles and apply
different teaching techniques according to their needs. Monitoring of Pupil's Progress and Potential.
According to Meyer (2010), effective instructional Regular formal and informal assessments provide
organization and planning have a profound positive teachers with valuable information on their pupils'
influence on the performance of teachers and learners. progress and achievements and allow teachers to
The instructional activities of the school are based on reflect on their teaching and assess the impact of the
the quality of instructional planning. Also, Barge instructional strategies they use. Progress monitoring
(2012) stated that teachers are the core of any can give you and your child's teacher information that
educational system, so trained, skilled, and competent can help your child learn more and learn faster and
teachers are necessary for every learner. Teachers with help you make better decisions about the type of

Research Article
instruction that will work best with your child motivation. It reflects the need for changes in
(McLane, 2019). Balagtas (2016) also stressed that competencies and motivation for quality education and
teachers must consider pupils' individual needs. They practical teaching (Aziz, 2012).
must provide a variety of learning activities, allocating
time for weak learners and challenging tasks for Moreover, competence, motivation, and opportunity
brilliant learners. They must motivate pupils to also affect teachers' performance. It is a process that
participate in class, express ideas, and promote accounts for an individual's passion, direction, and
teamwork. determination of effort towards attaining a goal.
Further, teachers must possess a certain amount of
Furthermore, the American Institute of Research knowledge, attitudes, and skills to demonstrate
(2016) believed that when teachers use a systematic successful performance in his/her job (Khan, 2012).
monitoring process to track their pupils' progress, their
pupils achieve better. Teachers must be competent in To summarize the related literature, the various articles
using different teaching strategies for pupils' better and studies included here in this study showed that
comprehension. Competent teachers help learners when a teacher is more than motivated to teach, he or
achieve their goals. she does her best to maintain a competitive attitude. In
this context, teachers must engage in professional
However, Cotton (2010) found that it would have been development programs to improve their knowledge,
ideal if teachers received thorough training in skills, and other abilities, which could contribute to the
monitoring and were highly skilled in classroom holistic development of the learner and the teacher.
monitoring practices. Teachers must know their
monitoring skills and capabilities, especially the Therefore, this study is different as it emphasized
importance of closely monitoring pupil progress. teachers' motivation in pursuing professional
Teacher competence in assessing pupils' skill levels development and its relationship to their ascribed
and monitoring their learning progress is essential for competencies in the aspects of knowledge of the
effective instruction to take place. Moreover, Admiraal subject matter, dedication to teaching, classroom
et al. (2014) concluded that assessment is integral to organization and management, instructional
teaching. Teachers use assessment techniques that organization, instructional implementation, and
assess all the skills (cognitive, affective, and monitoring of pupil's progress and potential. The
psychomotor) of learners. In his study, teachers are review found only a little literature on similar accounts
more successful when using various techniques to locally. Hence, this research was conducted to provide
evaluate learners' performance and give more weight a local view of the topic. Therefore, this study was
to observation, classroom performance, and conducted to cast on teachers' motivation in pursuing
discussion. More so, teachers must be enthusiastic professional development to the teaching
about monitoring how their pupils are making competencies and processes at the local level.
progress, which they can use to help them perform
better. As reiterated by Parsonson (2012), teachers be
Methodology
the most critical factor influencing student
achievements. Teachers must create a fair
environment, understanding and accepting learners' The researcher used the descriptive-correlational
diverse ideas, experiences, and backgrounds. research design in the conduct of the study. It is
descriptive since it describes the demographic profile
Relationship Between Teachers' Motivation in of the respondents, professional development
Pursuing Professional Development and their programs attended by the teachers, their motivation in
Ascribed Competencies pursuing professional development, and their level of
ascribed competencies. The study also utilized
Teachers' motivation and competencies have remained correlation to measure the significant difference in the
two separate areas in the history of educational levels of the teachers' ascribed competencies when
research. Teacher competencies have been considered grouped according to educational attainment and
an outcome-based method for assessing teacher position. Likewise, it also measured the significant
performance. The standards and competence of influence between teachers' motivation in pursuing
teachers create a professional and effective professional development and their ascribed
environment for quality education. Further, training, competencies.
workshops, refresher courses, seminars, and
conferences bring change in competencies and Participants

Research Article
The study's respondents were the teachers of the Results

elementary schools of Aleosan East and West District
for the school year 2021-2022. The respondents were
the 200 teachers teaching from these districts. This section presents the results of the study. The data
are presented in a tabular form which covers the
Instruments of the Study profile of the respondents, professional development
programs they attended in terms of degree and non-
A researcher-made questionnaire was used to gather degree, motivation in pursuing professional
the data. The instrument was divided into four parts. development, level of ascribed competencies in the
The first part contained data on the respondents' aspects of knowledge of the subject matter, dedication
demographic profile, including age, sex, educational to teaching, classroom organization and management,
attainment, length of service, and position. The second in structional org anizatio n, in stru ction al
part collected information on the professional implementation, and monitoring of pupil's progress
development programs attended by the teachers in and potential, difference on the level of their ascribed
terms of degree and non-degree, which consisted of competencies when grouped according to educational
ten items. attainment and position, and the degree of influence of
ascribed competencies to the respondents' professional
The third part contained questions based on teachers'
development using linear Regression.
motivation to pursue professional development,
consisting of ten items. It used the 5–point scale
Demographic Profile of the Respondents
system with 5– strongly agree (highly motivated), 4–
agree (motivated), 3– neutral (moderately motivated),
Table 1 presents the profile of the respondents in terms
2– disagree (somewhat motivated), and 1–strongly
of age, sex, educational attainment, length of service,
disagree (unmotivated). The fourth part contained the
and position.
level of teachers' ascribed competencies in the
knowledge of the subject matter, dedication to
It can be gleaned from the table that majority of the
teaching, classroom organization and management,
respondents, which consists of 51 or 25.50 percent,
in structional org an izatio n, in stru ctio nal
belong to the age range of 36-41. The youngest is in
implementation, and monitoring of pupil’s progress
the age bracket of 24-29 or 17.50 percent of the 200
and potential. It also used the 5-point scale system
respondents, while the oldest is 60-65 or 3.50 percent
with 5–always (highly competent), 4–Often
of the overall respondents. Additionally, regarding sex,
(competent), 3–sometimes (moderately competent), 2–
findings revealed that most of the respondents are
rarely (fairly co mpetent), and 1–never
(in comp eten t). female, consisting of 177 or 88.50 percent, while only
23, or 11.50 percent, are male.
Procedure
On the other hand, for educational attainment, the
The data gathering followed proper protocol. Upon study shows that most of the respondents have earned
the approval of the Graduate School Dean, permission their master's units, as shown by 78 or 39.00 percent of
to conduct the study was sought from the Division the respondents. In comparison, only 2 or 1.00 percent
Office. After the approval of the Schools Division have already earned doctorate units. Moreover, for the
Superintendent, the researcher sent a letter to the length of service, as can be gleaned from the table,
district supervisors and the principals of each school most of the respondents are teaching for 13 years and
for the conduct of the study. When the letter was above, as represented by 75 or 37.50 percent of the
approved, the researcher personally administered the population. Hence, the shortest service duration is less
questionnaire to the target respondents. Orientation than three years, with 22 or 11.00 percent of the
was made to explain the purpose of the research, and respondents.
the respondents were given enough time to read and
understand what is being asked in the questionnaire. Lastly, in terms of position, a study revealed that the
Some clarifications were also entertained. Upon larger group of 124 or 62.00 percent of the respondents
completion, the questionnaires were retrieved in less are teacher 1, followed by teacher 2 with 33 or 16.50
than an hour. Minimum health protocol was observed percent. Master teacher 2 got the lowest frequency of 3
during the conduct of the study. After gathering, and a percentage of 1.50.
consolidating, and recording the data, it underwent
statistical application.

Research Article
Table 1. Demographic Profile of the Respondents
Table 2 shows the professional development programs

attended by the teachers in terms of degree and non-
degree. Regarding degree program, most respondents
earned a bachelor's degree, which consists of 136 or
68.00 percent, while only 64 or 32.00 percent already
earned their master's degree. On the other hand, for the
non-degree programs, item 9, 'Professional
Development Program with Microsoft Education,' got
the highest rank, with 97.50 percent of the
respondents. Whereas item 2, 'District Orientation on
Multi-Factored Assessment Tool (MFAT),' got the
lowest rank with a percentage of 58.50.
The Motivation of Teachers in Pursuing

Professional Development
Table 3 presents the motivation of teachers in pursuing

professional development.
Table 3. The Motivation of Teachers in Pursuing


the Teachers in Terms of Degree and Non-Degree
The following table presents the professional

development programs attended by the teachers in
terms of degree and non-degree.
Table 2. Professional Development Programs

Attended by the Teachers in Terms of Degree and Non-
Table 3 reflects the teachers' motivation in pursuing
Degree
professional development. Ten items were listed on
teachers' motivation in pursuing professional
development with corresponding computed mean and

Research Article
standard deviation. Results showed that the highest and 0.58 indicate that the respondents' responses are
mean obtained is in item 4, I participate in pursuing similar. However, item 6 gained the lowest mean
professional development for it "is a means of value, which states that I 'can implement the existing
exposing myself to new ideas and perspectives." This curricula' with a mean value of 4.42 and a standard
is rated with 4.66, described as strongly agree with the deviation of 0.60, described as often and interpreted as
standard deviation of 0.52, meaning they are highly competent.
motivated. On the other hand, item 9, I participate in
pursuing professional development "with the Moreover, teachers' level of ascribed competence in
encouragement of a friend or mentor," got the lowest terms of dedication to teaching is also shown in table
mean value of 4.40, and a standard deviation of 0.61, 4a. The result showed that item 4 gained the highest
described as agree to mean they are motivated. Thus, mean value of 4.70, described as always and
the respondents agree upon all the remaining items that interpreted as highly competent with a standard
state the teachers' motivation in pursuing professional deviation of 0.47 which states that as a teacher, I 'keep
development and keep them motivated. myself updated about new developments and trends in
all learning areas. On the other hand, item 3 gained
Level of Ascribed Competence of Teachers in the the lowest mean value of 4.46, described as often and
Aspects of Knowledge of the Subject Matter and interpreted as competent with a standard deviation of
Dedication to Teaching 0.56, which states that 'I develop my competency as a
classroom teacher.'
The following table presents the level of ascribed
competence of teachers in the aspects of knowledge of Level of Ascribed Competence of Teachers in the
the subject matter and dedication to teaching. Aspects of Classroom Organization and
Management and Instructional Organization
Table 4a. Level of Ascribed Competence of Teachers
in the Aspects of Knowledge of the Subject Matter and Table 4b presents the level of ascribed competence of
Dedication to Teaching teachers in the aspects of classroom organization and
management and instructional organization.
Table 4b. Level of Ascribed Competence of Teachers

in the Aspects of Classroom Organization and
Management and Instructional Organization
As reflected in table 4a, the highest mean value of 4.63

is on items 1 and 2, respectively. These are the
teachers' ascribed competencies in terms of knowledge
of the subject matter which states that as a teacher, I
'have a clear understanding of the subject matter' and
'know how to impart the lessons to my pupils in a way As reflected in table 4b, the highest mean value of 4.70
that they come to understand it deeply,' with the mean is on item 4. This is the level of teachers' ascribed
value of 4.63 and a standard deviation of 0.51 competence in terms of classroom organization and
respectively, both described as always and interpreted management which states that as a teacher, I 'am
as highly competent. The standard deviation of 0.57 aware of all the activities in the classroom' with a

Research Article
mean value of 4.70 and a standard deviation of 0.50

described as always and interpreted as highly
competent. However, item 5 gained the lowest mean Table 4c shows that in the area of instructional
value, which states that as a teacher, I 'move around implementation, item 1 which states that as a teacher, I
the classroom for nearness to spot trouble and 'have the ability to take responsibility in teaching to
encourage attention' with a mean value of 4.39 and a make sure that the pupils are learning' got the highest
standard deviation of 0.55 described as often and mean of 4.64 and a standard deviation of 0.54
interpreted as competent. described as always and interpreted as highly
competent. On the other hand, the item with the lowest
Additionally, the result showed that item 3 of teachers'
mean of 4.41 and a standard deviation of 0.58 is item
ascribed competence in terms of instructional
4, 'stressed meaningful conceptualization of pupil's
organization gained the highest mean value of 4.65,
knowledge of the word and his learning environment,'
described as always and interpreted as highly
described as often and interpreted as competent.
competent, with a standard deviation of 0.50 which
states that as a teacher, I 'have a complex activity that Reflected also in table 4c is teachers' level of ascribed
involves careful preparations and planning of teaching competence in monitoring pupils' progress and
objectives and activities.' On the other hand, item 7 got potential. Result showed that the highest mean value
the lowest mean value which states that I 'develop of 4.65, described as always and interpreted as highly
activities that reflect a higher level of cognitive skills competent and with a standard deviation of 0.52, is
appropriate for the content needed by the pupils' with item 5, which states that as a teacher, I 'understand
a mean value of 4.50 and a standard deviation of 0.54 pupils as individuals in terms of ability, achievements,
described as always and interpreted as highly and needs.' However, item 4 gained the lowest mean
competent. in the statement 'assess pupil learning outcomes and
competencies described as often and interpreted as
Level of Ascribed Competence of Teachers in the
competent, with a mean value of 4.34 and a standard
Aspects of Instructional Implementation and
deviation of 0.69.
Monitoring Pupil's Progress and Potential
Summary of the Level of Ascribed Competencies of
The following table presents teachers' level of ascribed
Teachers
competence in the aspects of instructional
implementation and monitoring of pupils' progress and Table 4d reflects the mean, standard deviation, and
potential.
description of the level of ascribed competencies of
teachers on the aspect of knowledge of the subject
Table 4c. Level of Ascribed Competence of Teachers
matter, dedication to teaching, classroom organization
in the Aspects of Instructional Implementation and
and management, instructional organization,
Monitoring Pupil’s Progress and Potential instructional implementation, and monitoring of
pupils' progress and potential.
Table 4d. Summary on the Level of Ascribed

Competencies of Teachers on the Aspect of Knowledge
of the Subject Matter, Dedication to Teaching,
Classroom Organization and Management,
Instructional Organization, Instructional
Implementation, and Monitoring of Pupil’s Progress
and Potential.

Research Article
As shown in table 4d, out of six variables, classroom progress and potential, and 104.72 on classroom
organization obtained the highest mean value of 4.58 organization and management, while on the
and a standard deviation of 0.53, described as Always instructional organization, the highest mean is 106.14
and interpreted as highly competent. On the other obtained by college graduates. The obtained p-values
hand, monitoring pupils' progress and potential got the for all the areas are 0.41, 0.64, 0.20, 0.29, 0.91, and
lowest mean rating of 4.52 and a standard deviation of 0.69, respectively. Since the p-values are more
0.57, described as Always and interpreted as highly significant than the chosen p-value of 0.05 level, the
competent. In general, teachers' level of ascribed null hypothesis, which states that there is no
competence concerning the six variables included has significant difference in the level of teachers' ascribed
obtained an overall mean of 4.55 and a standard competencies when grouped according to educational
deviation of 0.55described as Always and interpreted attainment, is not rejected.
as highly competent.
Table 5b. Difference On the Level of the Teachers’
The Difference in the Level of the Teachers' Ascribed Competencies When Grouped According to
Ascribed Competencies When Grouped According Position
to Educational Attainment and Position
The following discussion deals with the differences

between the level of the teachers' ascribed
competencies when grouped according to educational
attainment and position. These can be gleaned in
Tables 5a and 5b.
Table 5a. The difference in the Level of the Teachers'

Ascribed Competencies When Grouped According to
Educational Attainment
Table 5b contains test results on the significant

difference in the level of teachers' ascribed
competencies when grouped according to position.
With regards to teachers' positions, Master Teacher 1
got the highest mean rank of 144.65, 140.50, 136.55,
134.40, and 133.25 on dedication to teaching,
instructional implementation, knowledge of the subject
matter, classroom organization and management, and
instructional organization with the p-values of 0.06,
0.26, 0.14, 0.41, and 0.46 respectively, while Master
Table 5a contains test results on the significant
Teacher 2 yielded the highest mean of 131.00 and p-
value of 0.42 on monitoring of pupil's progress and
competencies when grouped according to educational
potential. Since the p-values for the six aspects are
attainment. Most, or 78 out of 200 respondents, have
more significant than the p-value of 0.05 level, the
earned their Master's Units. With regards to teachers'
hypothesis, which states that there is no significant
ascribed competencies, a Master's Degree got the
highest mean rank of 110.96 on dedication to
competencies when grouped according to position, is
Teaching, followed by 108.49 on the knowledge of the
not rejected.
su b ject m atter, 10 7 .84 on in s t r u c t io n a l
implementation, 105.21 on monitoring of pupils'

Research Article
Discussion
Degree of Influence of Teacher’s Motivation
to Pursue Professional Development to Their This section discusses the study's results, implication,
Ascribed Competencies Using Linear Regression and conclusion based on the research problems
pursued.
Table 6 presents the degree of influence of teachers’
motivation to pursue professional development to their Demographic Profile of the Respondents
ascribed competencies.
Findings revealed that most respondents are in the age
Table 6. Degree of Influence of Teacher’s Motivation bracket of 36-41. Most are females with Master's units
to Pursue Professional Development to their Ascribed and have served for more than 13 years in the school.
It means that teachers are familiar with their profession
Competencies Using Linear Regression
and enjoy what they do. This implies that most
teachers are relatively young and physically and
mentally energetic in their teaching careers. However,
most were still designated as Teacher-1 despite being
in the service for long years.
Young adulthood takes place between the ages of 19

and 40, according to Erick Erickson's theory (1982).
This is called intimacy which is a stage that describes
friendly relationships as characterized by closeness,
honesty, and love. This indicates that most of the
respondents engaged in professional development are
responsible teachers who have a passion for teaching
and put their heart into their job whose preference in
teaching is the welfare of their pupils. This implies that
most of the teachers are committed and dedicated to
Linear Regression is a technique for determining their work to educate their learners.
whether the predictor/s can influence the outcome
variable. The data revealed that it has a more Moreover, the World Bank Data in the Philippines
significant advantage over the other techniques since published that 87.54 percent of teachers, particularly at
all predictor/s are entered into the model primary levels, are females as of 2016. The percentage
simultaneously, whether significant or not. The Model of women in the teaching profession appears to be
Summary Table manifested a moderate degree of rising steadily. This implies that teaching has become
a feminized profession, especially in elementary
relationship between the predictor (Teacher's
teaching, where it is regarded as 'women's work'
Professional Development) over the outcome variable
(Bongco, 2020). Similarly, most women are observed
(Ascribed Competencies). The coefficient of
in the teaching sector since 'they feel accepted,' and the
determination manifested the variability of the profession provides job security (Wang & Samba,
outcome variable and is accounted for by the predictor. 2019). Further, Wilkelmann (2016) expressed that
It means that the effect of the predictor over the female dominate elementary education.
outcome variable generated the percentage variability
as presented in the table, all of which are considered As to educational attainment, most of the respondents
favorable. already earned Master's units. It means that majority of
the teachers are aware of the importance of
The model manifested a fair degree of relationship and professional growth. It implies that teachers participate
significance as justified by a p-value less than 0.05; at in professional development sessions and take
the same time a good model, too, since the ANOVA additional courses to continually acquire new
table also generated significant p-values. The predictor knowledge and skills to deliver their job better and to
of Professional Development significantly influences keep themselves abreast with the current trends in
education. The finding of the study confirms the
all Ascribed Competencies since all p-values are less
statement of Potomac (2016), who raised the idea that
than 0.05 and considered significant.
earning a master's degree provides teachers with a
renewed sense of confidence, enhances skills in

Research Article
leadership capabilities, helps them pursue necessary Teachers equip themselves with the necessary skills
professional skills, and fosters personal growth, and is for the continuity of learning, not just for the learners
of great help to make them stay competitive and have but for themselves as well. Further, educators are
higher chances of achieving important position or currently standing in the 21st century, where technical
promotion. Further, teachers participate in professional advances are prevalent, and learners behave in the
development sessions to keep their certification current "21st-century style" (Ball, 2018). Therefore, teachers
(Salvan & Hambre, 2020). must be trained on using these devices to guide
learners on proper usage and innovative instruction.
Regarding position, most teachers hold the post of Moreover, with the advent of technology, enhancing
Teacher I while the least are those in the Master the knowledge and skills of teachers can already be
Teacher II level. It means that majority of the teachers done through seminars, and teachers should be able to
are those from the entry-level. This finding further use the available technology efficiently and develop
means that most teachers are not full-fledged Master's others' technological abilities (Toquero & Talidong,
degree holders, which is one of the qualifications to be 2020).
promoted to a higher rank. The findings could be
attributed to the fact that there is only a limited slot for The lowest rank in the non-degree program is the
Master Teacher (MT) positions in every school and District Orientation on Multi-Factored Assessment
district in compliance with the general guidelines, Tool (MFAT), which indicates that only selected
which allow only 10 % of the total number of teachers teachers were required to attend the seminar. This was
in the school district (DepEd-Palawan, 2019). because this seminar was only intended for teachers
handling grade 1 learners. It implies that the
Department of Education should emphasize
Teachers continuous training for all teachers concerning new
strategies and methods in assessing pupils'
Findings revealed that most respondents were
performance which supports teachers in the teaching-
bachelor's degree holders but had already earned their
learning process.
Master's degree units. It means some of them are not
yet full-fledged Master's degree holders. It implies that
The Motivation of Teachers in Pursuing
teachers know the importance of professional growth
and the need to improve their teaching qualifications.
This result could also be attributed to the new policy of
There were ten identified items on teachers' motivation
the Philippine Regulatory Commission about
in pursuing professional development. Out of these
continuing professional development to meet the
items, findings revealed six items described as strongly
requirement to ensure teachers upgrading and
continuous self-improvement and self-renewal, which agree but verbally interpreted as highly motivated. The
was also stipulated in the DepEd Order No. 42, s.2017. item with the highest mean described as always and
To some, they confessed that their administrator interpreted as highly motivated is the statement, "helps
compelled them to study. However, others said they me to expose myself to new ideas and perspectives."
want to be promoted to a higher rank since one of the Teachers find professional development helpful in
minimum requirements for promotion is educational upgrading their knowledge and shaping their thoughts.
advancement in terms of enrolment in graduate This implies that effective professional development
studies. The study's finding supports the idea of leads to changes in teaching practices and improves
Potomac (2016), who states that having a master's pupils' learning outcomes. The finding also supports
degree provides teachers with a broader understanding the statement of Altun et al. (2018), who states that
of their field. They become capable of focusing on professional development improves the knowledge and
additional areas, develop a sense of practicality and skills of individuals related to their profession. In
connect existing knowledge with new knowledge. terms of teaching, it is expressed as a factor that
improves an individual's knowledge, skills, field of
On the other hand, in non-degree programs, the highest expertise, and many other characteristics. Moreover,
rank is the Professional Development Program with Avalos (2011) states that teachers are expected to
Microsoft Education, which indicates that most of the reflect on the knowledge, skills, and experiences
teachers had attended the seminar. It implies that acquired through professional development activities
teachers showed interest in becoming proficient in to contribute to students' learning more effectively and
Microsoft Education, which helps develop the develop a different point of view on the lesson or
computer skills needed in this new education system. subject.

Research Article
On the other hand, the item with the lowest mean The second statement aligns with "know how to impart
described as agree and interpreted as motivated is the the lesson to the learners in a way that they come to
statement, "with the encouragement of a friend or understand it deeply." It implies that teachers are
mentor." It implies that teachers are motivated to proficient in teaching and fluent in multilayered social
pursue professional development with their friends' or skills that learners recognize and respond to. This
colleagues' influence. Teachers are assumed to be finding goes with Aziz's (2010) statement that to make
more likely to engage in learning activities when they the lesson more practical, understandable, and
perceive a supportive school culture (McMillan et al., achievable; the teacher must acquire the basics of the
2016). Additionally, Bigsby and Firestone (2017) state subjects and other information that might strengthen
that social implications, such as being in a program the lesson. Teachers must adopt different strategies
with a friend or mentor, can be motivating. Moreover, and techniques to attract the total attention of the
when teachers feel that their schools promote a learners in order to make a clear understanding of the
positive and collaborative climate of professional concept. Additionally, the personal charisma of a
growth, they will be motivated to engage in teacher, such as being friendly and approachable, is
professional development (Kindall, Crowe, & Elsass, also helpful in imparting knowledge.
2018).
On the other hand, the statement that says I "can
Teachers' motivation in pursuing professional implement the existing curricula" yielded the lowest
development was strongly agreed upon and interpreted mean described as often and interpreted as competent.
as highly motivated. It means that teachers are highly It means that teachers know how to implement the
motivated to pursue professional development since it curriculum effectively to enhance their skills and
helps them remain relevant, learn new teaching skills, knowledge. These finding gains support from Boston
and adapt to changes within their field to build and Public Schools Organization (2022) which suggests
boost their confidence. that teachers must learn to develop, plan, and organize
lessons to justify teaching and learning activities. They
Teachers' Level of Ascribed Competencies need to understand the subject matter deeply so they
can help learners create functional cognitive gaps and
The aspects of teachers' ascribed competencies are relate to one idea and another. Teachers must see how
classified and related to knowledge of the subject ideas connect across fields and everyday life (Bascia,
matter, dedication to teaching, classroom organization 2014).
and management, instructional organization,
instructional implementation, and monitoring of Dedication to Teaching. Concerning dedication to
pupils' progress and potential. teaching, the statement "keep myself updated about
new developments and trends" got the highest mean,
Knowledge of the Subject Matter. Regarding described as always and interpreted as highly
knowledge of the subject matter, findings revealed that competent. The result means that every teacher keeps
two statements got the highest mean, described as themselves updated about new developments and
always and interpreted as highly competent. The first trends through seeking professional growth and
statement with a "clear understanding of the subject development such as in-service courses, seminars, and
matter" means that teachers are flexible and workshops, which implies that being dedicated and
understand the lesson deeply. This indicates that a committed to teaching contributes to the achievement
more profound understanding of the subject matter and success of the pupils. It implies that dedicated
makes a teacher capable of teaching with full teachers consistently strive to remain relevant in the
command and can give more details to elaborate and classroom. This finding affirms the statement of
explain the lessons well. The finding reinforces Maiyani (2017), who claimed that teachers who are
Jadama's (2014) statement that in-depth knowledge of committed to pupils and their learning play a crucial
the subject matter enables teachers to use various role in the development of learners. Committed
techniques suited to deliver it. The teacher's expertise teachers are dedicated to their schools; better
and latest knowledge of content have a tremendously education achievement results from this commitment
positive effect on teaching-learning, leading to more and dedication.
excellent learning. Pupils learn more from teachers
who have well command of the concepts. It enables Further, it was also revealed that the respondents rated
learners to learn, practice and apply the knowledge and often and interpreted as competent in the statement,
skills daily. "develop my competency as a classroom teacher." It

Research Article
means that teachers can develop their competency and care about what they are teaching but also about whom
show their commitment as effective classroom they are teaching.
teachers. Their degree of loyalty toward their
profession is one of their distinguished characteristics. Instructional Organization. Regarding instructional
It implies that teachers recognize and endeavor to organization, the data show that the highest mean
fulfill their responsibilities to the learners. They are described as always and interpreted as highly
engaging and they focus on developing and increasing competent is "have a complex activity that involves
their resources and knowledge to meet the needs of all careful preparations and planning of teaching
learners. The findings support the statement of Kaplan objectives and activities." It means that teachers have
(2015), who opined that dedicated teacher consistently clear and organized instructions which help learners
work to make their classrooms a better place for all. engage in reflective, integrative, and higher-order
Further, they are good teachers who recognize and learning. It implies that teachers make sure that
accept an individual's worth and meet professional learners can acquire a thorough understanding of the
responsibilities (Mart, 2018). academic concepts so that they can perform well
academically. Further, teachers can implement quality
Classroom Organization and Management.
instructions. The findings support Knights' (2012)
Regarding classroom organization and management,
statement, which claimed that well-planned instruction
the item with the highest mean, described as always
moves students from their current level of competency
and interpreted as highly competent, states that I "am
toward explicit criteria for success.
aware of all the activities in the classroom." It means
that the teachers guarantee the orderliness and However, the statistical results show that the item with
effectiveness of classroom management. An organized the lowest mean described as always and interpreted as
classroom is considered a successful classroom. It highly competent is the statement, "I develop activities
implies that teachers ensure the lesson runs smoothly that reflect the higher level of cognitive skills
despite the disruptive behavior of the learners. It also appropriate for the content needed by the pupils." The
implies much more than "where things go." result means that teachers apply their learnings to
lessons that every learner enjoys. Further, it implies
The findings also support the statement of Zubayr
that the skills of teachers in identifying effective
(2013), who highlighted the importance of classroom
strategies are well enhanced, which leads to an
management as a necessary arrangement for carrying
effective teaching-learning process. Teachers conduct
out academic work efficiently and effectively. Cox
observations to determine learners’ needs to design
(2019) also confirmed that classroom setup is essential
activities tailored each learner. The findings support
in a learning environment to support teaching and
Barge (2012), who stated that teachers are aware of the
learning. The physical atmosphere of the classroom
help prevents behavior issues as well as promote and need to provide instruction that is targeted to the needs
improve learning. Moreover, effective classroom of every learner.
management also sets the stage for teaching and
Instructional Implementation. Findings revealed that
learning. As Wannarka (2010) said, “maintaining a
physically organized setting is of value”. in the aspect of instructional implementation, the item
with the highest mean described as always and
On the other hand, the data with the lowest mean interpreted as highly competent is the statement "have
described as often and interpreted as competent is the the ability to take responsibility in teaching to make
statement, "I move around the classroom for nearness sure that pupils are learning." It means that teachers
to spot trouble and encourage attendance." The data can implement quality instruction. It implies that
means that teachers create a positive learning instructions must consider when, where, and how the
environment encouraging pupil involvement. It implies learners will use it in an actual situation.
that teachers encourage all learners to participate in the
teaching-learning process. Further, one way to The findings affirm the American Institute for
encourage learners to engage in teaching-learning Research (2022) statement, which claimed that
activities is to link instructions to real-life situations implementation involves implementing a plan,
and let them do hands-on activities. The findings including monitoring progress, making adjustments,
support the statement of Bailey, Beasly, and Swafford and evaluating impact. Results also support the study
(2014), who proved that having a pupil-oriented of the Department of Education, which mentioned that
classroom is the best way to manifest a positive implementation is the process of incorporating,
learning environment. It shows that teachers not only monitoring, and continually refining professional

Research Article
learning that helps educators enhance their practice they use. They can use this information to re-teach the
and encourage and inspire pupils' academic and non- topic for those who did not achieve mastery, enabling
academic growth. It is an ongoing process of them to offer tutorials to those seeking additional help.
identifying and implementing the strategies to realize These results may also be attributed to the government
those goals. policy of "No Students Will Be Left Behind."
Monitoring pupils' learning helps them know what
On the other hand, it was also revealed that strategies are working and what content needs to be
respondents rated often and verbally interpreted as revisited. Using test results and other evaluative
competent in the statement, "stress meaningful measures is the bases for improving instructions to
conceptualization of pupil's knowledge of the word help and enhance pupils' performance.
and his learning environment." It means that teachers
teach learners how to apply lessons learned in real-life Summary of the Level of Teacher's Ascribed
situations. It implies that teachers find ways to
Competencies
implement effective teaching and learning strategies
based on the data that reflect learners' most significant Among the six variables, classroom organization and
areas of need. The findings affirm the statement of
management got the highest mean, showing that
Hoff (2014), who expressed that teacher are aware of
teachers are willing to assist in developing classroom
the need to provide instruction targeted at the learners'
management skills through goal-setting, feedback, and
needs. Teachers must learn and solve a problem to
praise. It implies that teachers give their best to be
improve their performance and ensure all learners
effective by enhancing teaching skills and improving
succeed.
pupils' academic performance. The findings support
the statement of Zubayr (2013), who highlighted the
Monitoring of Pupil's Progress and Potential.
importance of classroom management as a necessary
Concerning teachers' level of ascribed competence in
arrangement for carrying out academic work
the aspect of monitoring pupils' progress and potential,
the item that got the highest mean described as always efficiently and effectively in the classroom.
and interpreted as highly competent is the statement Additionally, Cox (2019) confirmed that classroom
"understand pupils as individuals in terms of ability, setup is essential in providing a conducive learning
achievement, and needs." The result means that environment to support teaching and learning. The
teachers can adequately monitor their student's physical atmosphere of the classroom helps prevent
progress in their daily lessons and classroom activities behavior issues as well as promote and improve
to assess their learning outcomes. It implies that learning. Moreover, effective classroom management
teachers use a systematic monitoring process to track also sets the stage for teaching and learning.
their pupil's progress. This supports the statement of
Balagtas (2016), who stressed that teachers must However, monitoring of pupils' progress and potential
consider pupils' individual needs. They must provide a got the lowest mean. It means teachers have varied
variety of learning activities, allocate time for assessments to monitor pupils' progress and potential.
academically struggling pupils and design challenging The result implies that teachers monitor how their
tasks for brilliant learners. They must motivate pupils learners make their daily lessons to assess their
to participate in class, express ideas, and promote learning outcomes. Assessing learners' outcomes will
teamwork. provide teachers with valuable information on learners'
progress and achievement. This supports the statement
On the other hand, the item that got the lowest mean is of Balagtas (2016), who stressed that teachers must
described as often and interpreted as competent is the consider learners' individual needs. They must provide
statem en t " a ssess learn in g outco me and a variety of learning activities, allocating time for
competencies." The result means that teachers assess those academically struggling learners and challenging
learners' outcomes, providing them with valuable tasks for brilliant learners. They must motivate them to
information on their progress and achievement. It participate in class, express ideas, and promote
implies that the teachers' ability to monitor learners teamwork. Additionally, the result also supports the
could be attributed to their knowledge and statement of Flores (2019) that monitoring learners'
understanding of them as individuals in terms of progress allows teachers to reflect on their teaching
ability, achievements, and needs. This result supports and assess the impact of the instructional techniques
the statement of Flores (2019) that monitoring pupils' they use. They can use this information to re-teach the
progress allows teachers to reflect on their teaching topic for those who did not achieve mastery, enabling
and assess the impact of the instructional strategies them to offer tutorials to those seeking additional help.

Research Article
The Difference in the Level of the Teachers pupils' progress and potential obtained p-values more
Ascribed Competencies When Grouped According significant than the chosen level of significance. It
to Educational Attainment and Position leads to the non-rejection of the null hypothesis which
states that there is no significant difference in the level
According to Educational Attainment. The teachers' of teachers ascribed competence when grouped
ascribed competencies in the aspects of knowledge of according to a position. Findings revealed that
the subject matter, dedication to teaching, classroom teachers' positions from Teacher I to Master Teacher II
organization and management, instructional show the same level of ascribed competence. It implies
organization, instructional implementation, and that regardless of position, the respondents display
monitoring of pupils' progress and potential according similarity in implementing the above competencies.
to educational attainment revealed that the obtained p-
values are more significant than the chosen p-value of Degree of Influence of Teacher's Motivation to
0.05 level of significance. These values indicate that Pursue Professional Development to Their
there is no significant difference in the level of Ascribed Competencies
ascribed competence of teachers when grouped
according to educational attainment. Thus, the null The result revealed a significant influence between
hypothesis is not rejected which states that there is no teachers' motivation to pursue professional
significant difference in the level of teachers ascribed development and their ascribed competence in
competence when grouped according to educational knowledge of the subject matter, dedication to
attainment. teaching, classroom organization and management,
in structional org anizatio n, in stru ction al
The findings indicate that teachers show similarities in implementation, and monitoring of pupils' progress
implementing the above-mentioned ascribed and potential. Therefore, the null hypothesis is rejected
competencies. It means that the teachers' ascribed which states that teachers' motivation to pursue
competence does not rely on their educational professional development does not significantly
attainment. It implies that educational attainment has influence their ascribed competencies. It means that
no bearing on the competency level of the teachers. pursuing professional development influences their
ascribed competencies.
Therefore, teachers' competency is attributed to the
knowledge and skills acquired during seminars, The more motivated teachers are, the more competent
continuing professional development, and attitude they are. It implies that teachers manifest love and
toward the teaching profession. It also implied that passion for their profession as they are willing to
whether a teacher is a bachelor's degree holder or a embrace new educational changes. Their motivation
master's degree holder, he/she is still competent and and commitment serve as their weapon in improving
continually acquires new knowledge and skills to teaching practices. They are willing to keep
deliver their job better and to keep themselves abreast themselves innovative by attending professional
with the current trends in education. development programs that can help them develop
personally and professionally. The study's findings
However, the study's finding contradicts the statement agree with Kindall, Crawe, and Elsas (2018), who
of Bangao (2020) that even if the teachers attended found out that continued professional development
much training, it does not guarantee an absolute effect allows teachers to stay up-to-date with the changing
in increasing teachers' competencies. Fauthab et al., nature of the world, learn new things, adapt to changes
(2019) argued, "Although training is central to the within their field, and can help them earn more money.
teachers' effectiveness, training bears little relation to Additionally, Su, Feng, and Hsu (2018) also state that
quality teaching." Some teachers claimed that their lifelong professional learning is essential, which
other purpose in attending training is to gather allows teachers to pursue necessary professional skills
promotion certificates. The actual application of what and foster personal growth.
was learned in the classroom depends on the
availability of instructional devices. On the level of ascribed competencies, the recent
findings confirmed the statement of Malunes and
According to Position. Regarding the teacher's Dioso (2020) that teaching competence is a significant
position, the aspects of knowledge of the subject ingredient for a commendable delivery of quality
matter, dedication to teaching, classroom organization instruction to 21st-century learners. Similarly, the
and management, instructional organization, teaching and learning endeavor soar higher among the
instructional implementation, and monitoring of globally best through teachers whose zeal is pursuing

Research Article
lifelong professional development. Moreover, as an Finally, pursuing professional development influences

agent of change and molding not just the mind but the their ascribed competencies. Their motivation and
holistic aspects of human beings, it requires rigid commitment serve as their weapon in improving
scrutiny of the teachers' teaching competence to ensure teaching practices. Continuing professional
compliance and commitment to the set standards. development allows teachers to stay up-to-date, pursue
necessary professional skills, foster personal growth,
Teachers and learners are the two main parts of the and can help them earn more money.
educational system. Teachers teach, and the learners
learn whatever is taught them. Teachers have to teach
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Zubayr, H. (2013). Classroom management problems among

Teachers' Motivation in Pursuing Professional Development Its Relationship To Their Ascribed Competencies

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TEACHERS’ MOTIVATION IN PURSUING

PROFESSIONAL DEVELOPMENT: ITS RELATIONSHIP

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Teachers’ Motivation in Pursuing Professional Development:

Keywords: competencies, degree and non-degree, professional development, teacher’s

Introduction learning that is conceptualized as dynamic, ongoing,

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Concerning teaching positions, DepEd's general

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The study's respondents were the teachers of the Results

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Table 1. Demographic Profile of the Respondents

Table 2 shows the professional development programs

The Motivation of Teachers in Pursuing

Table 3 presents the motivation of teachers in pursuing

Table 3. The Motivation of Teachers in Pursuing

Professional Development Programs Attended by

The following table presents the professional

Table 2. Professional Development Programs

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Table 4b. Level of Ascribed Competence of Teachers

As reflected in table 4a, the highest mean value of 4.63

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mean value of 4.70 and a standard deviation of 0.50

Table 4d. Summary on the Level of Ascribed

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The following discussion deals with the differences

Table 5a. The difference in the Level of the Teachers'

Table 5b contains test results on the significant

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Young adulthood takes place between the ages of 19

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lifelong professional development. Moreover, as an Finally, pursuing professional development influences

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Philippine Normal College . Retrieved from: t=The

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Wilkenmann_Timothy.pdf teachers’ students training at Hashemite University. European

Zubayr, H. (2013). Classroom management problems among

Awa & Torino 298/298

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