PROFESSIONAL LEARNING COMMUNITIES AND TEACHER’S MOTIVATIONAL STRATEGIES IN PUBLIC SECONDARY SCHOOLS OF PANABO CITY DIVISION

Abstract

The study explored the relationship between professional learning communities and teachers motivational strategies in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of professional learning communities that significantly influenced teachers motivational strategies. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive professional learning communities and very extensive teachers motivational strategies. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of professional learning communities were found to have significantly influence on teachers motivational strategies. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in empowering teachers of their motivational strategies by exposing them to varied professional learning communities. KEYWORDS: Professional learning communities, teachers motivational strategies, descriptive correlation, Panabo City Division