THE IMPACT OF WORKING ENVIRONMENT AND MOTIVATION FACTORS ON TEACHING PERFORMANCE: A MIXED-METHODS STUDY

EDUCATION

This study assesses the working environment, motivation factors, and teaching performance of secondary unit earner teachers in Compostela East District, a division of Davao de Oro. Thus, this sequential explanatory mixed-methods research design allows us to build upon the initial quantitative findings by collecting qualitative data that provides deeper insights and a more comprehensive understanding of the relationship between working environment and motivation factors on teaching performance—the quantitative approach utilizing an adapted test questionnaire. The quantitative data investigated the relationship between the working environment and motivation factors in the teaching performance of unit-earner teachers using a universal sampling approach that employed representation from different schools within the district with 50 participants. In the qualitative phase, a purposeful sampling approach was utilized to select a subset of participants from the quantitative sample. The five participants were purposefully selected to provide in-depth insights into the challenges and coping mechanisms related to the working environment and motivation factors on the teaching performance of the unit earner teachers in secondary school. In Compostela East district, unit-earner teachers exhibited a significant relationship between working environment and motivational factors on teaching performance. They reported substantial working environment and motivation factors, reflecting high levels of contentment and competence in their teaching roles, as evidenced by outstanding ratings in their Individual Performance Commitment and Review Form (IPCRF). Despite facing challenges related to subject knowledge, student diversity, lesson planning, classroom management, and multiple responsibilities, these teachers displayed resilience and adaptability, addressing difficulties through personal coping mechanisms and support from authorities. This study underscores the importance of holistic job satisfaction in enhancing teaching performance among unit-earner teachers while highlighting their ability to navigate challenges effectively.

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