This research endeavor aimed to determine the influence of motivational practices of teachers to English learning development of Manobo and B’laan students. In determining the relationship of the two variables, the researcher used the quantitative descriptive-correlational method. The teacher-respondents answered the 20-item questionnaire for motivational practices. The student respondents who were selected through complete enumeration technique voluntarily answered the English cognitive, affective and psychomotor tests. The findings revealed that the level of teachers’ motivational practices in terms of creating the basic motivational condition, generating initial motivation, maintaining and protecting motivation, and encouraging positive self-evaluation was high. The findings also revealed that the students’ development in English in terms of cognitive, affective and psychomotor was low. Moreover, it was also found out that there was a negative significant relationship between motivational practices of teachers and English learning development of Manobo and B’laan learners. Based on the results, it was recommended that teachers should apply other teaching strategies and employ varied activities to raise students’ cognitive, affective and psychomotor skills in English.
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