Role of Work Task Motivation on the Teachers' Management of Learning, Behavior in Teaching and Performance

Abstract

This study aims describe the role of work task motivation on the teachers’ management of learning, behavior in teaching, and their performances in the Elementary Schools of Alaminos Sub-Office. The researcher utilized a descriptive-correlational research which employed a researcher-made questionnaire to gather the perceptions of (132) teachers who are currently associated with the twelve (12) public elementary schools in Alaminos Sub-Office. Respondents were selected using purposive sampling. Pearson r was utilized to identify significant relationship between variables. Findings revealed that management of learning as to instructional materials, learning modality, learner’s readiness were all positively significant with all the variables under work task motivation and teachers work performance. On the other hand, management of learning as to administration support was found to be significant only with intrinsic motivation. Moreover, management of learning as to administration support was also found to be positively significant with teacher’s performance. Teacher’s behavior in teaching in terms of quality of instructional, socioemotional and organizational was found to be positively significant with all the variables of work task motivation and teacher’s performance. Further, work task motivation in terms of intrinsic, extrinsic, introjected and external regulation were all found to be positively significant with all the variables under teacher’s performance. Finally, it was revealed that work task motivation partially mediated the relationship between the management of learning and teachers’ performance.as well as the relationship between the behavior in teaching and teachers’ performance.