Motivation and Teaching Styles among Teachers in Claveria District, Misamis Oriental
DOI:
https://doi.org/10.54536/ajmri.v4i2.4351Keywords:
Claveria District Teachers, Teaching Motivation, Teaching StylesAbstract
Teaching motivation and teaching styles play vital roles in shaping educational outcomes in the community. This study aimed to determine the level of motivation and teaching styles. Specifically, it aimed to describe the respondents’ characteristics, identify the level of the teacher’s motivation, assess the level of teaching styles, examine the significant effect of teachers’ motivation on teaching style, and determine the critical relationship between teachers’ motivation and teaching style when grouped according to their characteristics. Employing a universal sampling method, the respondents were the two hundred (200) public elementary and secondary school teachers in the Claveria Districts, Division of Misamis Oriental, during the School Year 2023-2024. A descriptive correlational research method was used with a self-constructed questionnaire, and descriptive statistics were used, as well as a T-test to test the significant effect of teachers’ motivation on teaching styles. Further, Pearson Product Moment Correlation (r) was utilized to determine the important relationship between teachers’ motivation and their characteristics. The study found a significant effect of teaching style on existence, relatedness, and growth needs, with teaching motivation positively correlated with respondents’ characteristics. The teachers’ motivation level is very high. The teaching style is also high, indicating consistent teaching. It can be concluded that teachers who emphasize relatedness and use authoritative styles create supportive learning environments. As such, teachers should give students considerable freedom to improve educational outcomes.
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