THE RELATIONSHIP BETWEEN MOTIVATION, WORK VALUES, AND TEACHING PERFORMANCE AMONG MID-CAREER ELEMENTARY TEACHERS

Elementary Education

This quantitative descriptive–correlational study examined the relationship between motivation, work values, and teaching performance of mid-career public elementary school teachers in Compostela, Davao de Oro during School Year 2025–2026. The respondents consisted of 120 tenured elementary teachers with at least five years of continuous teaching experience, selected through stratified random sampling across public elementary schools in the municipality. Data were collected using standardized questionnaires measuring controlled and autonomous motivation, and ten work value dimensions, namely power, achievement, hedonism, stimulation, self-direction, universalism, benevolence, tradition, conformity, and security. Teaching performance was assessed using the Individual Performance Commitment and Review Form (IPCRF). Descriptive statistics, Pearson correlation, and multiple regression analysis were employed for data analysis. Results revealed that teachers exhibited very high autonomous motivation and high controlled motivation, alongside consistently high levels of work values, with security, benevolence, and self-direction emerging as the most prominent domains. Teaching performance was rated very satisfactory based on IPCRF scores. Findings further indicated no significant relationship between overall motivation and teaching performance, and no significant association between overall work values and performance. However, four work value domains, achievement, benevolence, self-direction, and hedonism, were found to significantly predict teaching performance. The study suggests that while teachers maintain strong motivation, performance outcomes are more strongly shaped by value-driven behaviors and professional dispositions rather than by general motivational levels. The findings underscore the importance of fostering value-centered professional cultures, strengthening teacher autonomy, and enhancing school-based support to sustain high-quality teaching.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.