Motivation and Pedagogical Competence of Mother Tongue Teachers Among Public Schools in the Philippines
Perfil Silverio | Eugenio Guhao Jr. | Erick T. Baloran | Raymunda Apostol
Discipline: Education
Abstract:
This study was conducted to determine what domains in motivation that significantly influence the
pedagogical competence of mother tongue teachers in Cateel District 1 and II, Davao Oriental,
Philippines. The study used quantitative, non-experimental research design using correlational
technique. The 103 Grade 1 to 3 teachers handling Mother tongue- based multilingual education
(MTB-MLE) subject were the respondents of the study. Pearson r and Regression Analysis were used
as statistical tools. Moreover, adapted survey questionnaires were used for motivation and
pedagogical competence of mother tongue teachers. The result showed that the level of motivation of
mother tongue teachers was high, and their level of pedagogical competence was very high. Further,
data showed that there was a significant relationship between the motivation and pedagogical
competence of mother tongue teachers and that the overall motivation of mother tongue teachers
significantly influences their pedagogical competence. In their singular capacities, identified
regulation and introjected regulation as constructs of motivation significantly influenced the
pedagogical competence of mother tongue teachers. However, the rest like intrinsic motivation,
external motivation, and amotivation can also influence the pedagogical competence of mother
tongue teachers but with the support of the other indicators. Likewise, between the two domains
identified regulation and introjected regulation, the identified regulation is the best predictor of the
pedagogical competence of mother tongue teachers in its singular capacity.
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