• Lea F. Tomas

The study investigated how teachers' motivational factors influence their job performance and the learners' academic achievement in Grade 7 to provide policy recommendations for the Division of Camarines Sur, School Year 2024-2025. This study used descriptive-correlational methods. The data were gathered through a survey questionnaire and documentary analysis. The statistical tools used in the study were mean, weighted mean, Standard Deviation, Pearson Product-Moment of Correlation Coefficient, and Coefficient of Determination. Findings revealed that: (1) The level of teachers’ motivation had an overall average weighted mean of 3.49; (2) teachers’ work performance in terms of the PPST domains had an overall average weighted mean of 3.67; (3) the learners’ academic achievement across all schools was 84.70; (4) the relationship between teachers' motivation and their work performance was strong to very strong across all domains. For Job Satisfaction, r values ranged from 0.73 to 0.96 with p values from 0.16 to 0.01 for CLPE, LE, CP, PG&PD, DL, CKP, and AR. For Reward System, r values ranged from 0.75 to 0.98 and p values from 0.14 to 0.00 across CLPE, LE, CP, PG&PD, DL, AR, and CKP. Under Training and Development, r values ranged from 0.79 to 0.99 with p values between 0.11 and 0.00 for LE, CLPE, CKP, CP, PG&PD, AR, and DL. For Work Situation, r values ranged from 0.80 to 0.96 and p values from 0.11 to 0.01 for AR, DL, CLPE, CP, CKP, PG & PD, and LE; the relationship between teachers’ motivation and learners’ academic achievement had a moderate to strong positive correlation, with r values ranging from 0.42 to 0.79 and p values ranging from 0.11 to 0.48 across the four motivational factors: Job Satisfaction, Reward System, Training and Development, and Work Situation; and teachers’ work performance and learners’ academic achievement showed a weak positive to very strong positive correlation across LE, CLPE, CP, PG & PD, CKP, DL, and AR, having r values from 0.23 to 0.87 and p values of 0.75 to 0.87; (5) the influence of teachers' motivation and their work performance was moderate to very strong across all domains. For Job Satisfaction, r2 values ranged from 0.53 to 0.92 for CLPE, LE, CP, PG&PD, DL, CKP, and AR. For Reward System, r2 values ranged from 0.56 to 0.96 across CLPE, LE, CP, PG&PD, DL, AR, and CKP. Under Training and Development, r2 values ranged from 0.62 to 0.98 for LE, CLPE, CKP, CP, PG&PD, AR, and DL. For Work Situation, r2 values ranged from 0.64 to 0.92 for AR, DL, CLPE, CP, CKP, PG & PD, and LE; the influence of teachers’ motivation and learners’ academic achievement was weak to strong, with r2 values ranging from 0.18 to 0.62 across the four motivational factors: Job Satisfaction, Reward System, Training and Development, and Work Situation; teachers’ work performance and learners’ academic achievement showed a very weak to strong influence across LE, CLPE, CP, PG & PD, CKP, DL, and AR, having r2 values from 0.05 to 0.76; and (6) policy recommendations were formulated to enhance the motivation and teachers’ work performance that would lead to improved learners’ academic achievement. The study concluded that; (1) the teachers’ motivation was very high; (2) the level of teachers' work performance along with Philippine Professional Standards for Teachers domains was very high; (3) there was a moderate level of academic achievement among the schools; (4) There was a significant relationship between the teachers’ motivation and their work performance; no significant relationships were found between teachers’ motivation and learners’ academic achievement, and teachers’ work performance and the learners’ academic achievement; (5) the influence of teachers' motivation on their work performance was very strong, the influence of teachers’ work performance on learners' academic achievement was strong while the teachers’ motivation had a moderate influence on the learners’ academic achievement; and (6) policy recommendations were formulated based on the results of the study for teachers, and learners of Camarines Sur Division to create a positive and collaborative school culture, teachers and learners alike will benefit from opportunities to share best practices, learn from one another, and work together to improve student outcomes.

Motivation, Teachers’ work performance, Learners’ academic achievement, PPST

"Motivation, Work Performance of Teachers, and Academic Achievement of Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 5, page no.b474-b496, May-2025, Available :http://www.jetir.org/papers/JETIR2505155.pdf

"Motivation, Work Performance of Teachers, and Academic Achievement of Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 5, page no. ppb474-b496, May-2025, Available at : http://www.jetir.org/papers/JETIR2505155.pdf