• TONI ROSE O. ESPERIDA

Motivational Factors and Teaching Performance of Teachers Toni Rose O. Esperida Graduate Studies, Naga College Foundation, Inc. Naga City, Philippines Abstract This study determined the influence of motivational factors on teaching performance and use it as a basis in crafting an intervention program for selected teachers in Libmanan 1 District, Division of Camarines Sur, school year 2024-2025. Specifically, it investigated the following: (1) demographic profile of teachers; (2) status of the teaching performance of the teachers; (3) level of motivational factors; (4) significant difference between teaching performance to their profile; (5) significant relationship between motivational factors and teaching performance ; (6) extent of influence of motivational factors on teaching performance; and (7) intervention program crafted to enhance teaching performance. This study utilized descriptive-comparative-correlational methods of research. There were 50 respondents involved in the study. Survey questionnaire, instructional interview and documentary analysis were used to gather the needed data from the respondents. To statistically treat the data, frequency mean, Percentage technique, Weighted Mean, Kruskal-Wallis, Pearson Product-Moment Correlation of Coefficient, and Coefficient of Determination were used. The following were the findings: (1) demographic profile of teachers, in terms of sex 45 or 90% are female and 5 or 10% are male; age 19 or 38% is clustered ranging from 39 years old below; group of 18 or 36% who are grouped on the 40 – 49 years old; 13 or 26% belong to the age from 50 – 59 years old; highest educational background 24 or 48 % bachelor’s degree s;19 or 38% have units in the master’s Program, and 7 or 14% full-fledged master’s degree; plantilla position 21 or 42 % occupies Teacher 1; 7 or 14% are Teacher 2; 17 or 34% are Teacher 3; and 3 or 6% occupies the Master’s Teacher 2; and 2 or 4% are Master’s Teacher 1; (2) The teaching performance of teachers had an over-all average weighted mean of 4.69; (3) The motivational factor along existence needs had an over-all average weighted mean of 3.48; relatedness needs had an over-all average weighted mean of 3.62 and growth needs had an over-all weighted mean of 3.71; (4) Difference between teaching performance along demographic profile, gender had an h-stat. of 0.53 and a p-value of 0.466; age had an h-stat of 1.95 and a p-value of 0.376; plantilla position had an h-stat. of 14.61 and a p-value of 0.002; number of years in service had an h-stat. 3.77 and a p-value of 0.152 it was interpreted; and highest educational background had an h-stat. of 17.04 and a p-value of 0.002; (5)The relationship between motivational factors and teaching performance; existence needs had a r-value of 0.27, while p-value 0.58; relatedness needs had a r-value of -0.04 while p-value 0.76; growth needs had a r-value of 0.24, while p-value 0.09. (6) Extent of influence of motivational factors on teaching performance; existence needs had an r-value of 0.27 and an r² value of 20%; relatedness needs, had an r-value of -0.04 and an r² value of 20%; growth needs had an r-value of 0.24 and an r² value of 20%; teaching performance average score was 4.69; and (7) intervention program was crafted to enhance teaching performance of elementary teachers. Conclusions drawn were: (1) Majority of the teachers in Libmanan 1 District are female, in the middle age, and holds bachelor’s degrees, occupying Teacher 1-3 plantilla position, and length of service already of more than a decade; (2) Teachers’ performance based on the IPCRF rating was very satisfactory; (3) Teachers were highly motivated by the motivational factors relative to existence needs, relatedness needs and growth needs; (4)Teachers’ profile in terms of sex, age, educational attainment, plantilla position and length of service were not significantly different with their teaching performance based on the IPCRF rating; (5)There no significant relationship between the level of motivation and teaching performance of the elementary teachers.; (6) The extent of influence of motivational factors on teaching performance was very weak; and (7) The Intervention program, if implemented properly, could enhance teaching performance of elementary teachers.

Motivation, Existence, Relatedness, Growth, Performance of Teachers

"MOTIVATIONAL FACTORS AND TEACHING PERFORMNACE OF TEACHERS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 8, page no.c726-c761, August-2025, Available :http://www.jetir.org/papers/JETIR2508296.pdf

"MOTIVATIONAL FACTORS AND TEACHING PERFORMNACE OF TEACHERS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 8, page no. ppc726-c761, August-2025, Available at : http://www.jetir.org/papers/JETIR2508296.pdf