TEACHER MOTIVATION, PROFESSIONAL ACCOUNTABILITY, AND TEACHER EFFECTIVENESS AMONG SECONDARY TEACHERS OF TIDMAN NATIONAL HIGH SCHOOL, SURIGAO DEL SUR DIVISION

Education

This study examined the relationship between teacher motivation, professional accountability, and teacher effectiveness among the 21 teachers of Tidman National High School, Division of Surigao del Sur, for School Year 2025–2026. A quantitative descriptive-correlational design was employed using total enumeration (census) sampling. Three adapted and validated instruments were used: the Teacher Motivation Scale measuring intrinsic, identified, introjected, and external motivation; the Professional Accountability Scale covering responsibility to students, peers, school administration, and self and profession; and the Teacher Effectiveness Scale assessing lesson planning and preparation, instructional delivery, classroom management, assessment and feedback, and professionalism and growth—all rated on a five-point Likert scale. Descriptive statistics, Pearson product-moment correlation, and multiple regression analysis were applied. Results revealed that teacher motivation was High overall (M = 3.99), with identified and intrinsic motivation rated Very High. Professional accountability was High overall (M = 4.16), with responsibility to students and to self and profession rated Very High. Teacher effectiveness was also High overall (M = 4.03), with classroom management rated Very High and assessment and feedback as the lowest-rated dimension. Both teacher motivation (r = .69, p < .001) and professional accountability (r = .74, p < .001) had significant positive relationships with teacher effectiveness. Multiple regression analysis showed that the combined model was significant [F(2, 18) = 13.96, p < .001, R² = .61], with professional accountability emerging as the sole significant predictor (B = 0.55, β = .51, p = .010). Teacher motivation contributed positively but did not reach significance (p = .087) when entered alongside professional accountability. The findings suggest that strengthening professional accountability—particularly through supportive supervision, clear role expectations, and ethical responsibility systems—may have the greatest impact on teaching effectiveness in rural public secondary schools.

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