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Instructional Competence, Autonomy, and Relatedness as Predictors of Teaching Motivation among Teachers in Private Elementary Schools

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  • Godivah Irish A. Reyes

    (Department of Education, Holy Cross of Davao College, Davao City, Region XI (Davao Region))

Abstract

Globally, teacher motivation remains a challenge. This study determined the significance of instructional competence, autonomy, and relatedness as predictors of teacher motivation. Utilizing a descriptive-correlational predictive approach, involving the entire population of 159 private elementary teachers using a total enumeration sampling technique yielded results that the predictive model for teaching motivation (MT = -0.242 + 0.073x1 + 0.316x2 + 0.663x3) is significant supporting the Self Determination Theory. Further research is recommended to examine additional variables that may explain the remaining 33.8% of variance in teaching motivation not accounted for by this study’s predictors. Qualitative research may also be conducted to identify themes that could inform and support future investigations.

Suggested Citation

  • Godivah Irish A. Reyes, 2026. "Instructional Competence, Autonomy, and Relatedness as Predictors of Teaching Motivation among Teachers in Private Elementary Schools," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(3), pages 3355-3365, March.
    • Handle: RePEc:bcp:journl:v:10:y:2026:i:3:p:3355-3365
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    References listed on IDEAS

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    1. Rebaka Sultana & Mohammad Faruk & Md. Saiful Islam & Md. Asif Khaled, 2025. "Does motivation theory really play any significant role on explaining university teachers’ performance: Understanding Bangladeshi context," Asian Management and Business Review, Master of Management, Department of Management, Faculty of Business and Economics Universitas Islam Indonesia, vol. 5(1), pages 47-59.
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