THE LEVEL OF MOTIVATION AND TEACHING

PERFORMANCE OF ENGLISH TEACHERS: A

DESCRIPTIVE-CORRELATIONAL STUDY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 909-919
Document ID: 2023PEMJ1112
DOI: 10.5281/zenodo.8287149
Manuscript Accepted: 2023-25-8
Psych Educ, 2023, 12: 909-919, Document ID:2023 PEMJ1112, doi:10.5281/zenodo.8287149, ISSN 2822-4353
Research Article

The Level of Motivation and Teaching Performance of English Teachers:

A Descriptive-Correlational Study
John Mark G. Javar*, Dhan Timothy M. Ibojo
For affiliations and correspondence, see the last page.
Abstract
Motivation is an unseen indicator that contributes to the teaching performance of a teacher. This
study aims to check the level of motivation and teaching performance of the teachers. In this
descriptive correlational study, it included 83 English teachers from Compostela, Davao de Oro
chosen through random testing. A survey questionnaire was used to determine the level of
Motivation and Teaching Performance of the English Teachers respectively through google form
(online) and printed survey questionnaire. Correlation was conducted to test if there is significant
relationship between Motivation and Teaching Performance, the result was p- value is 0.000 less than
0.05 which is significant and R coefficient is 0.582 which means that there is a moderately positive
correlation. The result showed that the level of Motivation of English Teachers is high and the level
of teaching performance of English Teachers is very satisfactory. It is concluded that level of
motivation among English teachers of Compostela, Davao de Oro is generally high, the level of
Teaching Performance among English teachers of Compostela, Davao de Oro is generally very
satisfactory and there is a significant relationship between motivation and teaching performance
among teachers. The researcher suggests to replicate the study with a larger sample involving
teachers from different institutions to gather rich data and more meaningful results.

Keywords: motivation, teaching performance, english teachers, correlation, Philippines

Introduction structural problems like poor teacher performance, a

Teachers are the backbone of our educational system,
responsible for the success of learning activities and
classroom management. Their involvement in
curriculum development and commitment to
professional growth are pivotal in ensuring effective
education. Without dedicated and effective teachers,
the educational experience may not reach its full
potential. According to Balogun (2016), teachers'
actions and decisions are likely to have an impact on
their happiness and employment opportunities,
particularly with regard to their work ethics in the
classroom. We will determine what drives teachers to
continue their challenges and efforts in generating
competent students, notwithstanding their perfect
teaching performance.Effective management,
particularly at the school level, plays a significant role
in motivating teachers. When management and support
systems function well, teachers are more likely to stay
committed and feel a sense of professional
responsibility (Mark, 2015). To carry out their
numerous activities and responsibilities efficiently,
teachers must prioritize their personal and professional
development while also nurturing their motivation
levels (Lopez and Irene, 2015).
Relevant stakeholders in the African educational
system sought to understand the drivers of teacher
motivation in the classroom because they recognized
that low teacher morale in Africa contributes to
lack of commitment to educational reforms, high
teacher attrition, and dissatisfaction as shown by
teacher strikes. United Nations Educational, Scientific
and Cultural Organization (UNESCO)- International
Institute for Capacity Building (IICBA) recognized the
significance of having a teacher motivation foundation
as a critical tool to “improve access for vulnerable
populations, increase literacy rates, and ultimately to
ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all”
(UNESCO-IICBA, 2017). The UNESCO-IICBA study
discovered different frameworks around teacher
motivation, from which surfaced four broad categories
similar to the analytic framework of the Teacher
Motivation Working Group (TMWG): overall context,
system level, school level, and teachers.
The stresses or demotivation that public school
instructors experience, as well as the effects that this
has on the caliber of instruction provided, were also
examined by the Philippine Institute for Development
Studies (PIDS). The PIDS analysis found a number of
complicated and connected stresses. They include the
workload of the instructors, the institutional incentive
program, and the instructors' attention to the welfare of
the students (David, Albert, and Vizmanos, 2019).
According to the research conducted by PIDS, teachers
tend to be overworked because of the plethora of tasks,
both teaching and administrative, that they are required
to accomplish within the school year. Moreover, the
administrative support provided for the schools is not

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Psych Educ, 2023, 12: 909-919, Document ID:2023 PEMJ1112, doi:10.5281/zenodo.8287149, ISSN 2822-4353
Research Article
enough to lighten their load, hence keeping them from
devoting their attention to teaching. These constraints,
experienced throughout the country, create
considerable concern for the quality of education.
Davao de Oro State College, West and East District of
DepEd-Compostela had conducted seminars and
promoted professional development to the English
Teachers. However, the researcher observed that there
is a need to check the motivation of the English
Teachers in order to know the level of extrinsic and
intrinsic motivation, relationship with co-workers,
institutional support, self-awareness and teaching
performance.
In this connection, the researcher as one of the
teaching force of Compostela would like to shed light
on the matter. Quality teaching has become the focus
of many education systems, and there should be a
check of the level of English teachers’ motivation that
add and ensure quality teaching and improved learning
results. Hence, this research will seek to ascertain the
true picture of the state of motivation of English
teachers, investigate the relationship between
motivational factors and English teachers’ teaching
performance.
Research Questions
The purpose of this study is to determine the factors
affecting the Motivation and its correlation to the
teaching performance of English Teachers of Davao de
Oro State College-Compostela, West and East District
of DepEd-Compostela. Specifically, it sought to
answer the following questions:
1. What was the level of Motivation of the English
Teachers in Davao de Oro State College-Compostela,
West and East District of DepEd-Compostela in terms
of:
1.1 Intrinsic and extrinsic motivation;
1.2 Relationship;
1.3 Institutional support; and
1.4 Self-awareness?
2. What was the level of teaching performance of
English Teachers in Davao de Oro State College-
Compostela, West and East District of DepEd-
Compostela in terms of:
2.1 Social Regard for Learning;
2.2 Learning Environment;
2.3 Diversity of Learners;
2.4 Curriculum;
2.5 Planning Assessing and Reporting;
2.6 Community Linkages; and
2.7 Personal Growth and Professional Development?
3. Was there a significant relationship between
Javar & Ibojo
Motivation and teaching performance of English
Teachers of Davao de Oro State College-Compostela,
West and East District of DepEd-Compostela?
Literature Review
Motivation is the willingness of an employee to
contribute high levels of effort towards his or her
work, conditioned by the capacity of the effort to
satisfy needs as well as his or her personal
environment. A motivated employee makes a
conscious effort to give their best effort in order to
complete their work. Whether a firm works in a team
environment or employs independent contractors,
motivation plays a role in attaining goals and
objectives. An organization must foster and sustain
high levels of motivation that result in great
performance if it wants to guarantee that the workplace
goals and values of its employees are in line with its
purpose and vision. Given their duty to pass on
knowledge and skills to students, teachers' motivation
has become a crucial issue. (Zalwango, 2014).
Moreover, motivation urges teachers to accelerate
knowledge and skills of academic to learners (Kelvin,
2016).
(Han and Yin, 2016) stated that teacher motivation is
crucial to improving classroom effectiveness. There
are several characteristics of the classroom
environment that teachers need to focus on. The use of
teaching-learning techniques, instructional strategies,
and other activities, such as role plays, games, and
other activities primarily intended to enhance student
learning, are among them. In addition to these, the
teachers must see to the upkeep of the infrastructure,
which includes buildings, machinery, equipment, and
other items. They frequently give maintenance advice
to the pupils as well. The efficiency of the instruction
is typically examined in terms of the teaching methods
used by the teachers.
In addition, the growth of motivation allowed the
individuals to foster enthusiasm, enabling them to
perform their job responsibilities in a well-organized
manner and achieve the intended goals. Teachers are
the ones who significantly contribute to the attainment
of educational goals and objectives as well as the
effective growth and development of the pupils in
educational institutions. Teachers have duties that go
beyond simply educating students in academic topics;
they also have a responsibility to instill in them moral
and ethical values. The teachers must be sufficiently
knowledgeable and informed about the concepts and
subjects they are teaching. Additionally, they should
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Research Article
employ teaching-learning strategies in an appropriate
way, have strong leadership and communication
abilities, and aid and support students in achieving
their academic objectives (Kapur, 2019).
Speaking in general terms, Dörnyei (2001) has
described intrinsic motivation as "performing a
behavior for the sake of experiencing pleasure and
satisfaction, such as the joy of doing a particular
activity or satisfying one's curiosity." Anecdotally,
there is undoubtedly a strong correlation between
intrinsic motivation and skilled language teaching. At
the core of the profession is a deep-seated desire to
impart linguistic and cultural information to pupils in
order to facilitate communication. For many teachers,
the intrinsic incentive is the successful transfer of
knowledge. Teachers may forego big incomes and
social recognition because of the intrinsic advantages
that come from working with pupils and seeing them
develop. These benefits may come from the
educational process itself.
According to Mary (2010) External rewards including
pay, wages, and fees, free housing, reimbursement for
free medical care, free meals, leave, pre-paid
reimbursements in case of financial difficulties, and
additional teaching allowances are examples of
extrinsic motivation for instructors. For the sake of this
study, extrinsic teacher incentive encompasses things
like bonuses, money, time off, material possessions,
and pre-paid expenses.
In addition, some authors believe that intrinsic
motivation comes from sources inside the person
themselves, while others believe that external sources
are where motivation comes from (Extrinsic
Motivation). Intrinsically motivated conduct at work is
defined as "activity that is performed for its own
purpose, where the source of motivation truly comes
from executing the behavior" by George and Jones
(2005). So, it may be claimed that employees who are
intrinsically motivated frequently mention how their
work provides them a sense of success or that they feel
like they are contributing to something valuable.
Extrinsically motivated behavior, according to the
authors, is behavior that is carried out to obtain
pecuniary or social benefits or to avoid punishment.
Instead of engaging in the action for its own purpose,
consider its effects.
The issue of working relationships among teachers in
the educational institution is another component that is
important to job happiness. More than anything else,
the dynamics of adult relationships within a school
have a bigger impact on the nature and standard of that
Javar & Ibojo
institution as well as the success of its students and
teachers (Barth, 2006). The author said "if, on the
other hand, relationships between teachers are fearful,
competitive, Suspicious, and corrosive, then these
qualities will disseminate throughout the school
community, and likely be very detrimental to job
satisfaction." The same traits are likely to be present in
interactions between teachers and students, students
and students, and teachers and parents if relationships
between teachers are trustworthy, kind, helpful, and
cooperative.
As a matter of fact, Positive, engaged adult
relationships can help schools flourish. These
connections have the power to greatly inspire people
and produce a wonderful sense of job fulfillment.
According to Brunetti's (2005) findings and the
participants in his study, "positive relationships with
colleagues were very important concerning job
satisfaction and helped them provide and receive both
personal and professional support from their peers,
including goal setting, sharing of materials, and
designing curriculum." The teachers also reported that
they shared a common concern for the well-being of
the students and school.
Self-Awareness The ability to understand, relate to,
and define feelings, thoughts, and/or behaviors is
demonstrated by educators communicating with one
another about practice, sharing their craft knowledge,
watching one another practice, and supporting one
another. Self-esteem, self-concept, self-description,
self-control, self-evaluation, self-image, self-
perception, self-presentation, self-reflection, self-
knowledge, and self-understanding are just a few
examples of the many sub-concepts that make up the
larger concept of "self-awareness" (Flavian, 2016).
Being self-aware is important for developing a higher
education teacher's professional self-awareness. In
higher education “teachers require more than just an
awareness of the external context to teach most
effectively. Teachers need an awareness of the internal
context, an awareness of the self, in order to
understand how they are interpreting a teaching
situation through their own individual lens” (Schussler
& Knarr, 2013). It means that in order to accomplish
their goals, teachers must have a propensity towards
certain behaviors and ways of thinking as well as
awareness of why they are appropriate in particular
circumstances.
Generally, there can be no reasonable doubt that
institutional support, also known as organizational
support, is a significant phenomenon in organizational
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Research Article
behavior because it produces favorable workplace
outcomes. (Ferris, Brown and Heller, 2009;
Zagenczyk, Scott, Gibney, Murrell and Thatcher,
2010; Baranik, Rolling and Eby, 2010; Arshadi 2011).
Institutional support provides for all of the staff
members in the organization in terms of resources and
personal needs, much like the roots of a tree support
the entire tree.
According to Bilgin and Demirer (2012), Institutional
support focuses on rewarding staff members and
addressing their socio-emotional needs. Employee
work satisfaction is defined in the current study as a
favorable affective state that results from an
employee's evaluation of all facets of a job. Employee
job satisfaction may result from social connections or
financial results at work.
Performance is the outcome or degree of success
attained by an individual in their line of work in
accordance with certain standards and as judged by
specific individuals, particularly the employee's
employer in question. In terms of philosophy,
particularly Imam Al-Ghazali's outlook, a teacher is
someone who imparts good, positive, creative, or
constructive knowledge to people as they desire, at any
stage of their lives, in any way, without expecting any
sort of monetary reward. Imam Al-Ghazali also made
clear some fundamental ideas of the psychological
teacher. According to Robbins (2010), motivation,
opportunity, and ability all interact to determine an
employee's performance.
Kapur (2019) stated that teachers have a crucial role to
play in bringing about improvements in the classroom.
The responsibility for carrying out the duties and
activities that would effectively foster students' growth
and development rests with the teachers. They must
put the teaching-learning techniques into practice in a
way that would help the students become effective
citizens of the nation as well as academic success. It is
crucial for the teachers to be motivated to carry out
their job obligations in an acceptable manner and
achieve the desired results. They must improve their
knowledge and abilities, which is largely needed to
improve the educational system as a whole.
Additionally, it is essential for teachers to improve
their technical proficiency. Their ability to accomplish
their jobs well would be made possible by displaying
professionalism in their behavior.
Putting two strategies into practice will primarily
improve teaching effectiveness. One is that teachers
must be prepared and have the necessary knowledge
and information about the subjects they teach and the
Javar & Ibojo
teaching techniques they use. The other is that students
must pay attention in class and put up serious and
enthusiastic effort in order to achieve the desired
academic results. In addition to having sufficient
knowledge and understanding of academic subjects,
instructors also need to adopt appropriate teaching
strategies, practices, and behaviors in connection to the
variables that motivate teachers (Han and Yin, 2016).
The success of educational objectives can be greatly
influenced by the teacher. It is common knowledge
that the quality of the institution's professors has a
significant impact on how well education outcomes are
improved. In the hands of inept teachers, meticulous
planning, first-rate facilities, and effective student
services will be meaningless. Academic greatness can
only be accomplished when capable and committed
professors are in charge, driven by the desire to
provide the pupils with high-quality services
(Fernando,2005).
Moreover, the Commission on Higher Education
through CMO 30 s. 2004 known as the Revised
Policies and Standards for Undergraduate Teacher
Education Curriculum was designed for the purpose of
rationalizing the undergraduate teacher education in
the country to keep pace with the demands of global
competitiveness. Likewise, the Department of
Education shall provide cooperating teachers who will
serve as mentors for pre-service teachers.
The teacher creates a variety of stimuli in a learning
environment. A learner selects information from
among these stimuli and gathers it. Every kid may also
want to use a distinct set of senses. One student may
try to learn by paying attention to the teacher, while
another may be more interested in the teacher's actions
or the text and illustrations of the book that is open in
front of them. Each pupil employs a unique method for
storing information in their long-term memory. While
some people try to learn by repeating things, others
strive to learn by giving them significance all at once.
Some students have a rapid and easy time recalling
what they have learnt. Conversely, some have
difficulty remembering and organizing what they
know. Some students like learning in groups, and some
might find it disturbing (Erden and Altun, 2006).
If inclusive societies are to be produced, supported,
and maintained, it is important that learner diversity be
taken into consideration in educational processes
worldwide. Using inclusive best practices in education
systems would be a crucial first step toward achieving
inclusive societies (Mwajabu and Milinga, 2017). A
system of education known as inclusive education is
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Research Article

one in which all children, adolescents, and adults are
enrolled, actively participate in, and succeed in regular
schools and other educational programs regardless of
their varied backgrounds and abilities, without
discrimination, by minimizing barriers and
maximizing resources (Ministry of Education and
Vocational Training (MoEVT), 2009; 2013).
Curriculum is commonly defined as an educational
system with such guidelines for the teaching and
learning activities in the classroom. According to
Ornstein and Hunkins (2013), curriculum can be
defined: a plan for achieving goals, learner’s
experiences, a system for dealing with people, a field
of study with its own foundations, knowledge
domains, research. theory, principles and specialists
and subject matter (math. English, etc.) or content (the
way we organize and assimilate information). You can
use each term as a rough idea of what curriculum is.
The curriculum should be defined from a point of view
that is consistent with the context in which it will be
used.
In addition, Service-learning has the ability to be both
generative and transformative, as community Linkages
has observed. Service-learning, according to Bringle
and Hatcher (2016), is a potent pedagogical technique
that supports and raises awareness of community
needs while enhancing the difficult process of teacher
training. Yet, because experiential and service-learning
projects have so many facets, it is also a strategy that is
rife with challenges. For starters, teacher educators
who provide EL and service-learning opportunities for
their beginning teachers must devote time and energy
to planning extracurricular activities through
thoughtful and persistent collaboration with faculty
colleagues, teacher candidates, and community
partners.
Professional Growth & Professional development has
been defined in various ways such as: It is an inclusion
of in-service training and workshops; It is a process in
which teachers work under supervision to gain
experiences; It is an ongoing learning process in which
teachers primarily aim at how to teach in accordance
with the expectations and needs of the students.In
addition, Davidson (2005) put a special emphasis on
the role of teachers in delivering high-quality
instruction in primary schools through motivation, and
it made some recommendations for ways to boost
teachers' motivation while also enhancing the
educational system.
of facilities, the status of teachers in society, stress at
work, relationships with coworkers and head teachers,
and the working environment, all have an impact on
how well they perform. This is especially true for
female teachers. When there are bad social and
economic conditions in the area where the school is
located, teachers' motivation levels are diminished.
The effectiveness of female teachers was found to be
significantly influenced by these motivational
elements.
Methodology
This study employed the quantitative, non-
experimental research utilizing descriptive-
correlational method of research. It was a type of
research method, which tests the hypothesis or answer
queries of the study. According to Creswell (2012), in
descriptive-correlational design the researcher was
interested in the extent to which two variables (or
more) co- vary, that is where changes in one variable
are reflected in changes in the other. Descriptive
method of research is a fact-finding study with
adequate and accurate interpretation of the findings. It
describes with emphasis on what is the extent of such
current condition, practices, situations, or any
phenomena. This quantitative research method will
attempt to collect quantifiable information for
statistical analysis of the population sample. Arikunto
(2007,) further explains that descriptive research is one
that is intended to gather information regarding the
trend found in the field.
Participants
The respondents of this study were the English
Teachers of Davao de Oro State College-Compostela,
West and East District of DepEd-Compostela (Table
1). Researcher used a Purposive sampling in the
selection of the respondents. Purposive sampling (also
known as judgment, selective or subjective sampling)
is a sampling technique in which researcher relies on
his or her own judgment when choosing members of
population to participate in the study (Saunders, Lewis
and Thornhill, 2012).
Table 1. Distribution and Number of Respondents

According to Nadeem et.al (2011), Teachers' social

and economic circumstances, such as low pay, a lack

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Research Article
Instruments of the Study
The instrument used this study for the independent
variable shall be the researcher-made questionnaire.
Furthermore, for the dependent variable adapted
questionnaire from the Department of Education-Basic
Education Assistance to Mindanao (BEAM) project in
2003-2004, it has been modified and revised in the
year 2005 and a series of seven zonal and sectoral
workshops from 2006, thus the indicators fit for the
conduct of the study. Survey questionnaire had
undergone pre-testing was presented to the panel of
experts for validation and additional refinement until
such time the questionnaire is valid. After the initiation
of validity of the questionnaire, then it was prepared
for the purpose of acquiring data to the respondents.
Procedure
After developing the research questionnaire and
validation of experts, the researchers asked permission
from school administrators of DDOSC and DepEd-
Compostela to conduct the survey. The teachers
involved in the data gathering had an informed consent
secured before they answered the questionnaires. The
research survey was floated to 83 teachers. Retrieval
of the survey tools was done on the same day.
Ethical Considerations
The researchers followed strict protocols during the
conduct of this study. The respondents’ names were
not revealed in this research. The respondents were not
emotionally or physically harmed in the entire duration
of the Research. Proper in-text and reference citation
were followed in the preparation of the research. Prior
approval of the authorities was safeguarded before
conducting the survey to the respondents.
Results and Discussion
This part presented the data, which were gathered
through the research instrument of the study. It also In addition, the growth of motivation allowed the
provided the statistical analysis and the interpretation individuals to foster enthusiasm, enabling them to
of data to answer the problems of the study.
Javar & Ibojo
Table 2. Summary on the Level of Motivation of
English Teachers in Terms of Specified indicators
The main goal of this study is to determine the factors
affecting the motivation and its correlation to the
teaching performance of the English Teachers of
Davao de Oro State College-Compostela, West and
East District of DepEd-Compostela.
Presented in the Table 2 was the summary on the level
of Motivation of English Teachers which obtained an
overall mean score of 3.35. This implied that the Level
of Motivation of English Teachers in Compostela,
Davao de Oro is high. Among the indicators Extrinsic
motivation got the highest mean of 3.45 with a
descriptive equivalent of high. Followed by self-
awareness which has a mean of 3.41 with a descriptive
equivalent of high. Next, relationship and institutional
support got the same mean of 3.31 with a descriptive
equivalent of high. Lastly, the intrinsic motivation
which has a mean of 3.28 and still high. All the
indicators of motivation are high which mean that’s
motivation of English teachers in Compostela, Davao
de Oro is much evident.
The result was supported by (Han and Yin, 2016)
stated that teacher motivation is crucial to improving
classroom effectiveness. There are several
characteristics of the classroom environment that
teachers need to focus on. The use of teaching-learning
techniques, instructional strategies, and other
activities, such as role plays, games, and other
activities primarily intended to enhance student
learning, are among them. In addition to these, the
teachers must see to the upkeep of the infrastructure,
which includes buildings, machinery, equipment, and
other items. They frequently give maintenance advice
to the pupils as well. The efficiency of the instruction
is typically examined in terms of the teaching methods
used by the teachers.
perform their job responsibilities in a well-organized
manner and achieve the intended goals. Teachers are
the ones who significantly contribute to the attainment
of educational goals and objectives as well as the
914/919
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Research Article
effective growth and development of the pupils in
educational institutions. Teachers have duties that go
beyond simply educating students in academic topics;
they also have a responsibility to instill in them moral
and ethical values. The teachers must be sufficiently
knowledgeable and informed about the concepts and
subjects they are teaching. Additionally, they should
employ teaching-learning strategies in an appropriate
way, have strong leadership and communication
abilities, and aid and support students in achieving
their academic objectives (Kapur, 2019).
Table 3. Summary on the Teaching Performance of
English Teachers in Terms of Specified indicators
Presented in Table 3 was the summary on the
Teaching Performance of English Teachers which
obtained an overall mean score of 3.51. This implied
that the Teaching performance of English Teachers in
Compostela, Davao de Oro is very satisfactory. The
indicator learning environment reported the highest
mean score of 3.58 with a descriptive equivalent of
very satisfactory while curriculum has the lowest mean
score of 3.31 with a descriptive equivalent of
Satisfactory.
The result implied that teaching effectiveness can be
enhanced by primarily putting into practice two
approaches. One is teachers are required to be well-
prepared and possess essential knowledge and
information in terms of subjects and teaching methods.
The other is, students are required to be attentive in
class and work diligently and enthusiastically towards
the achievement of desired academic outcomes. Apart
from possession of adequate knowledge and
information in terms of the academic concepts, the
teachers need to adopt suitable approaches to teaching,
Javar & Ibojo
teaching practice and instruction behaviors in relation
to the teacher motivation factors (Han and Yin, 2016).
In order to perform their job duties in a well-organized
manner and achieve personal and professional goals,
the teachers are required to be motivated towards their
job duties. To be motivated towards their job duties, it
is vital for them to form constructive viewpoints and
perspectives in terms of working environmental
conditions and other members. They need to work in
integration and co-ordination with others and form
good terms and relationships (Kapur, 2019).
Table 4. Motivation and Teaching Performance
Lastly, presented in Table 4, the Correlation was
conducted to test if there was significant relationship
between Motivation and Teaching Performance, p-
value is 0.000 less than 0.05 which was significant. r
coefficient is 0.582 which means that there is a
moderate positive correlation.
Conclusion
The findings of this study imply that the level of
motivation among English teachers of Compostela,
Davao de Oro is generally high. The level of Teaching
Performance among English teachers of Compostela,
Davao de Oro is generally very satisfactory. Lastly,
there is a significant relationship between motivation
and teaching performance among English teachers of
Compostela, Davao de Oro.
The researcher of this study would like to recommend
the following: (1) Based on the result of the level of
motivation among English Teachers which is high, the
researcher therefore recommends that government
recognition of teacher’s motivational needs such as
promotion, socialization, rest and recreation, good
dissemination of information, good salaries and
remuneration should be materialized in order to
achieve quality assurance; and staff training, retraining
and development as one of teachers’ motivational
needs/strategies strengthened in order to promote
teachers’ efficiency, productivity and performance for
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Research Article
quality outcomes. Therefore, policy makers should
review wage policies to match competition and rising
standards of living, the Department of Education as
well as the Commission on Higher Education need to
follow an organized promotional policy and salary
grade increase mechanism for the teachers to be much
motivated in the field of teaching. (2) The findings of
the study revealed a very satisfactory level of teaching
performance among English teachers. The researcher
therefore recommends that it should be raised to an
outstanding level by faithfully and religiously observe
and follow the duties and responsibilities that are
stipulated in the teacher’s manual. Be open minded
with the evaluation as it helps and encourages
professional development because it deals with
formative goals. These goals guide, improve,
recognize and reinforce teaching excellence. It also
assists teachers in planning the educational activities
and help teachers focus solely on the student’s
outcome. Thus, greatly helps the teachers in guiding
students and planning the educational activities. (3) As
observed, motivation of teachers significantly plays an
essential role in teaching performance. Therefore, the
researcher recommends highest emphasis the
motivational value towards our teachers by supporting
and providing the right benefits, salary and support
that they should need. If teachers are satisfied and
motivated in their job, the students will get a
continuous motivation which will bring to an increase
of an educational level, at teachers and students. If
teachers are motivated the emotional strain, depression
will not appear but will be substituted by the self-
esteem, self-actualization and desire for work. As it is
pointed out during the trainings, teachers are the main
column of the Educational Institutions and the future
of our nation is in their hands. Starting form this we
must understand that the teachers must have the
needed attention from the proper institutions towards
the requirements that they have in their job place. They
always must be stimulated and appreciated for their
job and in the qualifications or trainings that they do
regarding the educational process. If teachers are
effective in their job and with students the educational
level will always increase. (4) To increase the
reliability of the results, the researcher suggests to
replicate this study with a larger sample, involving
teachers from different institutions and field of
expertise to gather rich data and more meaningful
results.
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