Teachers’ Motivation, Competence and Performance

Marites I. Mejares

doi:10.36948/ijfmr.2026.v08i01.66716

Teachers’ Motivation, Competence and Performance

Author(s)	Marites I. Mejares
Country	Philippines
Abstract	This study examined the levels of teachers’ motivation and professional competence and their influence on teaching performance among 202 teachers from ten diocesan Catholic schools in the Province of Antique, Philippines, during School Year 2024–2025. Utilizing a descriptive–correlational research design, the study determined the extent of teachers’ motivation in terms of intrinsic and extrinsic factors, their level of professional competence in instructional planning, classroom management, and assessment practices, and their overall teaching performance. Data were collected through a validated researcher-developed survey questionnaire administered to all respondents. Descriptive statistical tools such as frequency, percentage, mean, and standard deviation were used to describe the levels of motivation, competence, and performance, while Pearson Product–Moment Correlation was applied to examine the relationships among the variables. The findings revealed that teachers demonstrated a high level of motivation, particularly in intrinsic dimensions such as commitment to teaching and personal fulfillment. Teachers’ competence was likewise rated high, reflecting strong instructional skills, effective classroom management, and appropriate assessment practices. Teaching performance was also assessed at a high level, indicating effective lesson delivery, active learner engagement, and a strong sense of professional responsibility. Correlation analysis showed significant positive relationships between teachers’ motivation and performance, as well as between teachers’ competence and performance. These results suggest that teachers who are both motivated and professionally competent are more likely to exhibit higher levels of teaching performance. Finally, strengthening teachers’ motivation and professional competence is essential in sustaining quality instruction in diocesan Catholic schools. The findings provide a basis for enhancing professional development programs, motivation strategies, and support systems aimed at improving instructional effectiveness and overall school performance.
Keywords	Teachers’ motivation, teachers’ competence, teaching performance, Catholic schools
Field	Sociology > Education
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-01-17
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.66716

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Teachers’ Motivation, Competence and Performance

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