Motivation and Engagement on the Efficacy of Public School Teachers

Abstract

This study examined the influence of teachers’ motivation and engagement on teaching efficacy among public school teachers in the Division of Valencia City, Bukidnon, Philippines during School Year 2025–2026. Specifically, it examined the level of teachers’ motivation in terms of enjoyment, performance, and importance; the level of teachers’ engagement in terms of shared values, feedback and recognition, and career growth and training opportunities; the level of teacher efficacy; the significant relationships among motivation, engagement, and teacher efficacy; and the variables that significantly predicted teacher efficacy. The respondents of the study were public school teachers from selected schools in the division. The study employed a descriptive–correlational research design, using validated survey instruments as the primary data‑gathering tools. Statistical treatments included mean and descriptive statistics to determine levels of variables, Pearson product‑moment correlation to test relationships, and multiple regression analysis to identify significant predictors of teacher efficacy.
Results revealed that teachers demonstrated high levels of motivation, particularly in enjoyment, performance, and importance, and high levels of engagement across shared values, feedback and recognition, and career growth and training opportunities. Teachers also exhibited a high level of teaching efficacy, reflecting strong confidence in classroom management, instructional practices, and learner interaction. Correlation analysis showed that both motivation and engagement have significant positive relationships with teacher efficacy, with engagement showing a stronger association. Regression analysis indicated that motivation and engagement are predictors of efficacy of teachers. The findings of the study indicated that, while teachers’ intrinsic motivation provides the foundation for effective teaching, active engagement plays a more critical role in strengthening teaching efficacy. Moreover, DepEd officials and school administrators may prioritize structured and sustained teacher engagement programs to allow teachers to gain mastery experiences and professional support, improving instructional quality and learning outcomes in public schools.