Teachers' Work Task Motivation, Self-efficacy, and Effectiveness: Basis for Professional Development Program
Year: 2024
Type: article
Abstract: This descriptive study examined the connections between work task motivation, self-efficacy, and effectiveness among K-12 teachers in a city in the Philippines. A sample of 426 teachers was drawn from a larger pool of 1,424 Basic Education Teachers using stratified non-proportional allocation sampling during the 2023-2024 school year. Data collection involved a modified questionnaire that evaluated work task motivation, self-efficacy, and effectiveness. The instruments used for data collection were subjected to reliability testing to ensure their accuracy and consistency. Findings indicated that most respondents were female with a Master's degree, teaching in elementary schools with 10 years or less of experience. They demonstrated high motivation in various responsibilities, including class preparation and student evaluation. Respondents also reported strong self-efficacy in executing teaching duties, such as adapting instruction and maintaining discipline, and were effective in subject knowledge, assessment, and communication. Notably, differences in work task motivation and self-efficacy were observed based on sex and years of teaching experience, particularly in tasks related to assessment and class preparation. The study found significant relationships between work tasks motivation, self-efficacy, and teacher effectiveness. Based on these assessments and relationships, a professional development program for Basic Education Teachers in Lipa City is proposed to enhance these key variables, aiming to improve teaching performance and educational outcomes.
Authors: Saner, Jordan G., Villena, Arnie Christian D.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6893053243
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