Self-Efficacy, Interest, and Effort Indicators in the Teaching Motivation of Public Senior High School Teachers in the Philippines

Abstract

This study sought to determine the level of teaching motivation of 72 teachers from 11 public senior high schools in the Philippines based on self-efficacy, interest, and effort indicators. A 25-item questionnaire was employed, and the resultant data analyzed using a mixed method approach. Results showed that the outcome aspect of self-efficacy posted the highest score, while the personal aspect presented the highest degree of motivation. With regard to interest, the enjoyment aspect received the highest score suggesting the teachers’ general satisfaction with teaching. The lowest score was seen in the participants’ moderate agreement with the view that enjoyment make up for the financial drawbacks inherent in the profession. As for effort, the two aspects of performance and importance showed almost the same score indicating the participants’ equal regard for them as motivators. In addition, the teachers gave the highest score to peer encouragement and the desire for constant professional improvement. Overall, the results showed the participants’ passion for educating senior high school students under their tutelage, appreciation for the intrinsic rewards in teaching coupled with a realistic awareness of its strict demands and financial drawbacks, and a strong desire to improve themselves for the benefit of the learners.