MANAGEMENT SKILLS OF SCHOOL HEADS AND MOTIVATION OF ELEMENTARY PUBLIC SCHOOL TEACHERS

EDUCATION

This study explores the relationship between the management skills of school heads and the motivation of elementary public-school teachers in the post-pandemic era. The management skills of school administrators are critical in shaping the organizational climate, influencing teacher motivation, and affecting educational outcomes. However, recent challenges, such as budget constraints and social divides, have impacted the effectiveness of school leadership, contributing to a decline in teacher motivation. This research examines how the management skills of school heads—particularly communication skills, self-leadership, task management, people management, interpersonal relations, and problem-solving—relate to both intrinsic and extrinsic motivation among elementary public-school teachers. Using a quantitative approach and regression analysis, this study focuses on 231 teachers from the Department of Education Davao de Oro Division – Nabunturan East District. Results indicate that communication skills and self-leadership are the most influential factors in fostering teacher motivation, with significant relationships between management skills and both intrinsic and extrinsic motivation. The findings suggest that enhancing management skills in school administrators through professional development programs can improve teacher motivation, job satisfaction, and performance, ultimately benefiting the educational system. Recommendations include prioritizing training in leadership, problem-solving, and interpersonal communication, as well as integrating both intrinsic and extrinsic motivators into school policies and professional development initiatives. This research contributes valuable insights for enhancing teacher motivation and improving educational outcomes in the post-pandemic educational landscape.

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