Motivation and Computer Self-Efficacy as Correlates of Teaching Quality

Abstract

The study aimed to determine the significant relationship between motivation and computer self-efficacy in teaching quality. This research used a quantitative descriptive correlational design to investigate the relationship of the three variables; there were 120 public elementary teacher participants. Random selection was used to choose the respondents in this study. Data utilized in this study were gathered through adapted and modified questionnaires that were validated by experts, undergone reliability test and pilot testing. Mean, standard deviation and Pearson correlation coefficient were among the statistical tools used. The result of the study showed that the level of motivation of teachers has an overall rating that was described as very high. Similarly, the level of computer self-efficacy of teachers has an overall mean that was described as very high. The level of teaching quality among teachers has an overall mean that was described as excellent. The findings revealed that the null hypothesis was rejected except for intrinsic and fostering effective relationships and basic computer skills. It is concluded that motivation and computer self-efficacy of public elementary teachers affect their teaching quality. It is recommended that school administrators may strengthen teachers’ intrinsic and extrinsic motivation and may be given abundant support on computer skills through comprehensive hands-on seminars and trainings in media related skills and web-based skills. School principals may design and implement effective motivators and training workshops.