Background of the study

​ In the field of education, there are rapid changes and transformations that create evolving
needs for both students and teachers. Teachers' motivation is the driving force behind effective
teaching, shaping not only the quality of education but also the future success and potential of
every student. Teachers, as the focal figures in education, must be competent, knowledgeable,
and adaptable to individual student differences, ensuring effective teaching that fosters both
knowledge and overall development (Barberos et al., 2020). Teacher motivation is necessary for
the education and training process in order to motivate students to learn, to realize education
reforms through teachers, and to ensure teachers’ own personal satisfaction (Neves de Jesus &
Lens, 2005)
​
​ Teacher motivation is closely linked to teaching effectiveness, as motivated educators
deliver more engaging lessons and creatively overcome challenges like overcrowded classrooms
and limited resources, fostering an environment that supports student growth. Though being a
teacher is considered honorable, it is beset by woes, such as perceptions of inadequate salaries,
poor working conditions, and challenging professional development (Cabato, 2019). Moreover
brought to light concerns over the heavy workload of teachers (David et al., 2019). Teacher
motivation, driven by factors like personal satisfaction, professional growth, and administrative
support, influences their enthusiasm and commitment to teaching. Motivated educators often use
innovative methods beyond the standard curriculum to engage students and improve learning.

​ Motivation, stemming from human actions, is a key factor that influences both teaching
quality and student success. Motivation is considered to have an impact on student’s learning and
it is regarded as highly essential in all aspects of promoting effective learning (Tobgay, 2021). To
attain the intended curricular goal, and ensure successful education outcomes, it is essential that
teachers are motivated both intrinsic and extrinsic. Motivated teachers consistently exhibit
greater professionalism and dedication in all aspects of their instructional practice (Rana et al.,
2023).

Statement of the problem

This study aims to determine the teachers' motivation and effectiveness in teaching Filipino in
the Schools District of Iloilo City, Iloilo, Philippines for the School Year 2024-2025.

Specifically, the study seeks to answer the following questions:

1.​ What is the profile of the respondents in terms of age, sex, educational attainment,
position, and school location?
 2.​ What are the teachers’ motivation levels when considered as a whole and when classified
according to age, sex, educational attainment, position, and school location?
3.​ What is the level of teachers’ effectiveness in teaching Filipino when considered as a
whole and when classified according to age, sex, educational attainment, position, and
school location?
4.​ Are there significant differences in teachers’ motivation when classified according to age,
sex, educational attainment, position, and school location?
5.​ Are there significant differences in the level of teachers’ effectiveness in teaching
Filipino when classified according to age, sex, educational attainment, position, and
school location?
6.​ Is there a significant relationship between teachers’ motivation and effectiveness in
teaching Filipino?

Null hypothesis

The null hypothesis for this study can be stated as follows:

1.​ There is no significant difference in teachers’ motivation when classified according to

age, sex, educational attainment, position, and school location.
2.​ There is no significant difference in the level of teachers’ effectiveness in teaching
Filipino when classified according to age, sex, educational attainment, position, and
school location.
3.​ There is no significant relationship between teachers’ motivation and effectiveness in
teaching Filipino.

Theoretical Framework
Self-determination theory

This study was anchored on the theory of Deci and Ryan's Self-Determination Theory (SDT)
(1985), which posits that human motivation is driven by the fulfillment of three basic
psychological needs: autonomy, competence, and relatedness. According to the theory,
individuals are more intrinsically motivated to engage in activities when they feel a sense of
control over their actions (autonomy), believe in their ability to succeed (competence), and feel
connected to others in a meaningful way (relatedness). These elements serve as essential
nutrients for personal growth, psychological well-being, and optimal performance (Ryan & Deci,
2000).

SDT emphasizes the importance of social and environmental factors in fostering or undermining
intrinsic motivation. Autonomy-supportive environments, for instance, promote self-directed
learning, while competence-driven feedback enhances confidence and mastery. Relatedness,
fostered through positive relationships, strengthens the sense of belonging, further fueling
engagement and persistence (Vansteenkiste et al., 2020).

In the context of this study, teachers' motivation to deliver effective instruction can be explained
through SDT. Teachers who feel autonomous in their teaching methods, competent in their
professional skills, and connected to their students and colleagues are likely to exhibit higher
motivation levels. This motivation translates into greater teaching effectiveness, which is
reflected in improved classroom engagement and better student outcomes.

Self-Determination Theory highlights the critical interplay between intrinsic and extrinsic
motivators, wherein external rewards like recognition and professional development complement
internal drives like passion for teaching. This theoretical foundation underscores the importance
of fostering motivational environments for teachers to sustain their enthusiasm, enhance their
teaching practices, and promote positive learning experiences for students.

Conceptual framework

Self-Determination Theory (SDT) posits that motivation is influenced by three fundamental

psychological needs: autonomy, competence, and relatedness. In this study, SDT is applied to
examine how these factors interact with teachers' motivation and its impact on teaching
effectiveness. This framework emphasizes the critical role of both intrinsic and extrinsic
motivational factors in fostering high levels of engagement and performance among educators.

According to SDT, teachers who feel autonomous in their instructional methods, competent in
their subject expertise, and connected to their students and colleagues are more likely to be
intrinsically motivated. This motivation translates into effective teaching practices, which
directly enhance student outcomes and academic performance.

Furthermore, demographic variables such as age, sex, educational attainment, teaching position,
and training attended serve as antecedent variables that influence motivation levels and teaching
effectiveness. For example, teachers with higher educational qualifications may exhibit greater
confidence and competence, while professional development opportunities further enhance
motivation.

Significance of the Study

The outcomes of this study benefit not only the

Teachers can enhance their motivation and effectiveness by applying the strategies identified in
the study, leading to increased classroom engagement and improved student outcomes, especially
in Filipino language education.

School heads can benefit by using the study’s findings to implement programs that support
teacher motivation, such as professional development and creating a positive work environment.
This will contribute to higher teacher retention rates and better overall school performance.

DepEd officials can use the study to inform the creation of national policies and teacher support
initiatives, fostering a more motivated and effective teaching workforce, which will result in
improved student achievement across the country.
Students, particularly those studying Filipino, will directly benefit from motivated and effective
teachers, leading to more engaging learning experiences, better retention of language skills, and
overall academic growth.

Research in education, offering insights into the connection between teacher motivation and
teaching effectiveness. These findings can guide future educational reforms and strategies aimed
at improving teaching quality.

Future researchers interested in exploring the impact of teacher motivation and teaching
strategies on student learning. It encourages continued research into how motivational factors
can enhance teaching and learning outcomes.

Overall, this study has the potential to make meaningful contributions to the education field. By
focusing on the link between teacher motivation and teaching effectiveness, it aims to improve
student learning experiences, enhance teaching practices, and benefit various stakeholders.

Definition of terms

Teachers motivation is the internal drive or enthusiasm that inspires teachers to actively engage
in and sustain their teaching practices In this study, teacher motivation is specifically defined as
the intrinsic and extrinsic factors influencing the enthusiasm and commitment of educators in
delivering effective instruction. These factors include personal satisfaction, professional
development opportunities, and recognition, serving as key determinants of their teaching
effectiveness and impact on student outcomes.

Teachers effectiveness impact a teacher has on student learning, often measured through
student achievement and engagement. In this study, teaching effectiveness is specifically defined
as the ability of teachers to deliver instruction that enhances student comprehension,
engagement, and academic performance.

Scope and Limitations of the study

​ This study assessed the relationship between teachers' motivation and teaching
effectiveness among secondary educators in Iloilo City National Highschool, Jaro National
Highschools, La Paz National Highschool, Fort Santiago National Highschool, and Mandurriao
National Highschool. This study examines both intrinsic and extrinsic factors influencing
teachers motivation and impact on student performance. The data was only collected from the
selected target population, which comprised teachers in different schools in Iloilo City.
​ The data gathering was conducted personally specifically within the selected public
secondary schools in Iloilo City, during the month of January 2024. Using stratified random
sampling, respondents will be selected to ensure representation based on sex, age, educational
attainment, position, and school.

​ The independent variables include teacher motivation and teaching effectiveness, while
the dependent variables are sex, age, educational attainment, position, and training attended, to
explore how these demographic and institutional factors interact with motivation and
effectiveness. Despite being limited to the selected schools and relying on self-reported data that
may introduce bias, the study seeks to provide valuable insights into enhancing teacher
motivation and improving teaching effectiveness, addressing challenges such as varied resources
and administrative support.

Chapter 2

Review Related Literature and Studies

Conceptual Literature

Teachers’ Motivation

According to the Centre for Intrinsic Motivation (2014), motivation addresses educational
challenges by fostering role-modeling and trust, enabling teachers and officials to improve
student learning. This study examines teacher motivation as an independent variable,
encompassing intrinsic factors like personal satisfaction and extrinsic factors like rewards,
alongside teaching effectiveness, which measures the impact of instructional practices on student
outcomes.

According to Teacher Magazine (2024), teacher motivation significantly influences wellbeing

and retention, with research highlighting a link between self-determined motivation and
improved emotional wellbeing alongside reduced quitting intentions. This study explores teacher
motivation as an independent variable, emphasizing intrinsic factors like self-determination and
extrinsic factors such as supportive leadership to enhance job satisfaction. Teaching
effectiveness, also an independent variable, assesses the impact of motivated teaching on student
outcomes.

Teaching effectiveness

According to the Professional Learning Association (2024), effective teaching significantly

impacts all aspects of student well-being, highlighting the importance of professional learning
and collaboration among educators. This study examines teaching effectiveness, is an
independent variable, measures the influence of motivated teaching on student outcomes and
well-being.
According to Ko and Sammons (2013), in a review for the CfBT Education Trust, teacher
effectiveness is primarily defined by its focus on student outcomes and the teaching behaviors
that promote these outcomes. Effective teachers exhibit clarity in instructional goals, adapt
teaching to student needs, and use assessments to monitor progress. Additionally, they emphasize
both higher- and lower-level cognitive objectives while fostering metacognitive strategies.

RRL

Teachers motivation in gender

According to Yildiz et al., 2021 teachers' motivation levels are based on gender, revealing that
female teachers exhibit higher motivation compared to male. Female teachers tended to have
higher motivation than male teachers suggesting that the relationship between gender and
motivation is complex and influenced by various contextual factors. These findings were
consistent with prior research that female teachers may be more motivated, both genders
experience levels of autonomy in curriculum. Research has shown that male and female
educators may be motivated in different factors (Rana et al., 2024). However, the study does not
explore potential differences. Additionally it does not consider how societal expectations and
traditional gender roles could shape the motivation of male and female.

According to Nyakundu et al., (2019) male teachers may face fewer barriers to advancing into
leadership positions which could influence their motivation differently compared to female
teachers. However, the study overlooked critical variables such as educational attainment, years
of experience, and workplace policies that may disproportionately affect female teachers.
Caballero et al. (2020) discuss how emotional labor in the classroom, such as nurturing,
caregiving, and managing student emotions, plays a significant role in teacher motivation. The
study highlights that female teachers often perform emotional labor as part of their roles, which
can enhance their motivation or contribute to burnout, depending on the support they receive.
However, this study does not fully address how male teachers, particularly in traditionally
female-dominated fields like primary education, experience emotional labor.

Teachers motivation in Position

According to Thompson et al., (2019), found that teachers in higher positions such as teacher 2
or leadership roles, tend to report higher motivation levels due to increased responsibilities of
influence they have on school outcomes. Additionally, higher positions tend to have access to
more robust professional development and mentorship opportunities, which can further enhance
their motivation. The study by Gonzalez et al. (2020) provides valuable insights into how teacher
positions influence job satisfaction, with teachers in higher positions (Teacher 2) generally
reporting higher motivation due to increased responsibilities and autonomy. According to Pante
& Cruz (2021), the higher positions generally lead to greater job satisfaction and motivation due
to increased responsibilities recognition, and career advancement opportunities. Additionally
Teacher I, often new to the profession, experiences challenges with lower pay, limited
responsibilities, fewer growth opportunities, which can lower their motivation.

Teachers motivation educational attainment

Secondary school teachers with higher educational qualifications reported greater intrinsic
motivation, as higher levels of education were associated with increased job satisfaction,
confidence, and professional development opportunities (Kim & Wang, 2020). However,
elementary school teachers exhibited more varied results, with some showing increased
motivation, while others faced challenges that could diminish motivation despite higher
educational attainment. According to Miller (2019), teachers' educational background, including
degree levels and specialized training, influenced motivation and job satisfaction. It was found
that teachers with higher educational qualifications (e.g., Master's degrees and beyond) reported
higher levels of intrinsic motivation and job satisfaction. The study suggests that higher
educational attainment equips teachers with a greater sense of professional competence, career
growth, and personal achievement, leading to better motivation. Moreover, those with higher
education were more likely to perceive greater professional recognition and opportunities for
career advancement.

Teachers motivation and training attended

According to Brown (2020), regular training enhances teachers' confidence, job satisfaction, and
effectiveness, leading to better performance and a greater willingness to engage in innovative
teaching practices. Additionally, sustained professional development fosters higher intrinsic
motivation by increasing teachers' sense of competence and recognition, while continuous
learning helps maintain their enthusiasm and commitment to the profession. Gonzalez and
Medina (2019), found that practical hands-on training significantly improved teachers'
confidence, job satisfaction, and performance, leading to greater engagement in innovative
teaching practices. Moreover, teachers reported feeling more competent and motivated, with
sustained training helping them maintain enthusiasm and feel professionally recognized.
According to Baker and Martin (2019), found that while one-time training improved teacher
confidence and job satisfaction in the short term, the effects diminished over time due to a lack
of follow-up support and the inability to apply the training in practice. They concluded that
ongoing training with additional support, such as mentorship or peer collaboration, is necessary
to sustain teacher motivation and improve teaching practices.

Teaching effectiveness in gender

According to Smith and Clarke (2020), found that female teachers excelled in empathy and
communication, enhancing student engagement, while male teachers were better at classroom
discipline. However, the study did not account for factors like teaching experience, subject area,
or rural settings, highlighting the need for further research on how gender interacts with cultural
expectations and influences students' perceptions of teacher effectiveness.According to Ahmed
and Rahman (2020), found that female teachers excelled in fostering positive relationships and
emotional engagement through empathetic communication, while male teachers used
authority-driven approaches for discipline. Female teachers adopted collaborative teaching
styles that enhanced student engagement, while male teachers preferred structured methods that
promoted focus. The study, however, overlooked subject differences, cultural contexts, and how
student gender identities interact with teacher gender (Taylor and Peterson, 2019).

Teaching effectiveness in educational attainment

According to Kim and Wang (2020), found that teachers with advanced degrees excelled in
using innovative strategies, improving student outcomes, but often struggled with classroom
management. The study focused only on secondary teachers, highlighting the need to explore the
effects of educational attainment on elementary teachers and how practical experience
complements higher education. Teachers who participated in practical, hands-on training
programs experienced increased confidence and better classroom management, which resulted in
more effective student engagement. The study highlighted that practical training bridged the gap
between theoretical knowledge and classroom application, making teachers feel more competent
and motivated (Gonzalez and Medina 2019). The study of Miller and Heffernan (2019),
investigated the relationship between teachers' educational background and its impact on
motivation and job satisfaction. The study found that teachers with higher educational attainment
(e.g., master's or doctoral degrees) reported greater job satisfaction, higher motivation, and were
more likely to adopt innovative teaching methods. The study suggested that teachers with higher
qualifications felt more confident and professionally recognized, leading to improved teaching
effectiveness.

Teaching effectiveness in position

Pante and Cruz (2021), found that teachers in higher positions demonstrated better classroom
management and student engagement, likely due to their greater experience and professional
development opportunities. However, the study did not explore the motivational challenges faced
by entry-level teachers and their impact on effectiveness. The study found that higher-level
positions, such as department heads or principals, were linked to increased motivation and a
greater sense of professional fulfillment, which in turn positively impacted teaching practices.
However, teachers in lower positions struggled with limited authority and lack of recognition,
which could hinder their effectiveness (Thompson et al., 2019). According to Kim & Wang
(2020), teachers in higher positions (e.g., department heads, principals) demonstrated stronger
intrinsic motivation and were more likely to engage in professional development compared to
those in entry-level positions. The study suggested that leadership opportunities and career
progression contribute to higher motivation and better teaching outcomes.

Teaching effectiveness in training attended

According to Brown and Harris (2020), regular training greatly boosted teachers' confidence and
job satisfaction, resulting in better classroom performance. Teachers engaged in continuous
training were more likely to adopt innovative teaching methods and increased their student
engagement. Teachers who participated in one-time training programs often struggled to
implement the learned strategies effectively in the classroom, leading to a decline in teaching
effectiveness. The study concluded that for training programs to be effective, they should be
ongoing and include continuous support systems like mentorship and peer collaboration (Baker
et al., 2019). According to Miller (2019), teachers who participated in specialized training
programs were more likely to feel confident in their roles, resulting in improved teaching
effectiveness. They also noted that training programs focused on classroom management,
technology integration, and assessment techniques contributed to enhanced teaching quality.
However, the study did not examine how the frequency and duration of training influenced
long-term teaching effectiveness, creating a gap in understanding the optimal conditions for
impactful training.

Chapter 3

Research design

The correlational research design will be utilized to determine the relationship between teachers'
motivation and teaching effectiveness among secondary Values Education teachers in Iloilo City.
Correlational research design aims to establish the relationships between variables without
intervening or manipulating them, such as motivation and teaching effectiveness (MSEd, 2023).
A stratified random sampling technique will be employed in selecting the target respondents.
This technique ensures proportional representation of teachers across demographic
characteristics, such as age, sex, educational attainment, position, and training attended. DataThe
general objective of this study is to determine the correlation between teachers' motivation and
their effectiveness in delivering instruction. This sampling technique will significantly aid in
achieving this objective, as stratification minimizes selection bias and ensures a diverse and
representative sample.

The results obtained will provide valuable insights into how motivational factors influence
teaching effectiveness. If findings demonstrate that higher levels of motivation correspond with
greater teaching effectiveness, it would highlight the importance of fostering teacher motivation
to improve classroom engagement and student outcomes. These findings would support
initiatives and policies aimed at enhancing teacher motivation within the curriculum and school
environment.

The study will be conducted in selected public secondary schools in Iloilo City, including Iloilo
City National High School (ICNHS), Mandurriao National High School (MNHS), Jaro National
High School (JNHS), and La Paz National High School (LNHS). Data will be gathered from the
target population of secondary Values Education teachers during January 2024.

With this generated sample size, the number of respondents per school is calculated by
multiplying the sample size with the proportion distribution of each school’s population, as
shown in Table 1. Proportion was calculated by multiplying the quotient of the population per
school and the total population by 100%.

Table 1. Population, proportion, and the total number of respondents per school

SCHOOL N %

Iloilo City National High 30 30%

School (ICNHS)

Mandurriao National High 25 25%

School (MNHS)
Jaro National High School 25 25%
(JNHS)

La Paz National High 10 10%

School (LPNHS)

TOTAL 100 100%

This random sampling approach ensures proportional representation of respondents from each
school and minimizes bias during the selection process.

3.2.1 Criteria of the Study Population

3.2.1.1. Inclusion Criteria

Secondary Values Education teachers from public secondary schools in Iloilo City, including
Iloilo City National High School (ICNHS), Mandurriao National High School (MNHS), Jaro
National High School (JNHS), and La Paz National High School (LNHS). Respondents must be
actively teaching Values Education during the School Year 2024–2025.

3.2.1.2. Exclusion Criteria

Teachers who are not currently assigned to teach Values Education. Teachers on leave during the
data collection period. Teachers who fail to comply with the requirements of the study, such as
completing the survey or attending relevant study-related activities.

3.2.2. Sample Recruitment

The researchers will utilize stratified random sampling in conjunction with a validated
questionnaire to gather comprehensive data. Specifically, the researchers intend to select 80
respondents randomly from the total population of 100 secondary Values Education teachers in
selected public secondary schools in Iloilo City. This sample size was determined using Slovin’s
formula, with a confidence level of 95% and a margin of error of 5%. The stratified random
sampling method ensures proportional representation from each school and reduces potential
biases that could impact the results.

The recruitment process will begin with obtaining a consent letter from the school principals,
which will include the total number of Values Education teachers in each school (ICNHS,
MNHS, JNHS, and LPHS). Once permissions are secured, the researchers will brief potential
participants on the study's objectives, significance, and voluntary nature of their participation.
Teachers who agree to participate will be included in the sampling process.

A fair and unbiased method, such as a computer-generated random number selection, will be
utilized to randomly choose participants from each school’s teacher list, proportionate to the
school’s population. This approach guarantees that each eligible teacher has an equal chance of
being included in the study while ensuring that all schools are proportionally represented in the
sample.
Data gathering

Validity

"Validity" refers to the extent to which a method accurately assesses its intended measurement
(Middleton, 2023). The research instrument’s validity determined how well it measured what it
was intended to measure. In this study, three experts in education and research were selected to
assess the validity of the questionnaire. These experts included: (1) one Master of Arts in
Education (MAEd) specializing in Curriculum Development, (2) one Master of Arts in
Educational Leadership (MAEL), and (3) one Master of Science in Psychology (MSPsych).

The criteria for validity were based on Good and Scates, which consisted of thirteen statements
for validation. According to Pineda (2014), the mean score range was interpreted as follows:

●​ 1.80 and below: Very poor level of validity

●​ 1.81 to 2.60: Fair level of validity
●​ 2.61 to 3.40: Good level of validity
●​ 3.41 to 4.20: Very good level of validity
●​ 4.21 to 5.00: Excellent level of validity

Each section of the questionnaire was rated separately. For the intrinsic motivation subscale, it
yielded an overall mean score of 4.35, while the extrinsic motivation subscale achieved an
overall mean score of 4.28. For the teaching effectiveness subscale, the overall mean score was
4.30. All sections were interpreted as having an excellent level of validity.

Therefore, the instrument was considered a valid tool for measuring teachers' motivation and
teaching effectiveness in secondary Values Education classrooms.

Reliability

"Reliability" pertains to the consistency with which a method measures a particular attribute.
When the same results can be consistently obtained through identical methods and conditions,
the measurement is deemed reliable (Middleton, 2023).

In this study, the instrument used was a self-made questionnaire designed to assess teachers'
motivation and teaching effectiveness. A reliability test was conducted to determine the
consistency of the questionnaire. All parts of the questionnaire were subjected to a pilot study
after validation by experts. Thirty respondents, who were secondary Values Education teachers
from non-participating schools, answered a 20-item questionnaire regarding intrinsic and
extrinsic motivation and teaching effectiveness. The survey was administered face-to-face and
included an informed consent section to ensure that participants were fully aware of the study's
purpose and process.

Cronbach's alpha was used to determine the reliability of the questionnaire. This test measured
the internal consistency and reliability of the questionnaire's scale. Cronbach's alpha values were
interpreted based on the following guidelines:

0.90 or above: Excellent reliability

0.80–0.89: Good reliability

0.70–0.79: Acceptable reliability

0.60–0.69: Questionable reliability

0.50–0.59: Poor reliability (George & Mallery, 2019).

Using IBM SPSS (Statistical Package for the Social Sciences) software, the reliability of the
10-item subscale for intrinsic motivation generated a Cronbach alpha value of 0.875, which was
interpreted as a good level of reliability. Similarly, the 10-item subscale for extrinsic motivation
yielded a Cronbach alpha value of 0.863, also indicating good reliability. For the teaching
effectiveness subscale, the reliability test generated a Cronbach alpha value of 0.892, which was
interpreted as a good level of reliability as well.
To conclude, the overall questionnaire was deemed reliable, as all subscales yielded Cronbach
alpha values indicating a good level of internal consistency. This ensures that the instrument is
consistent and dependable for measuring teachers' motivation and teaching effectiveness.

Data gathering procedure

3.3.1. Data-Gathering Procedures

Ethical Considerations and Data Collection Procedures

Prior to conducting the study, formal approval was sought from the principals of the participating
public secondary schools in Iloilo City. A comprehensive request was submitted, detailing the
study's objectives, methodology, potential benefits, and ethical considerations. This formal
approval process ensured adherence to institutional guidelines and ethical standards.
Simultaneously, the researchers diligently obtained informed consent from the selected
secondary Values Education teachers. This consent process guaranteed that participants were
fully informed about the study's purpose, procedures, and their rights as research subjects.

Moreover, the informed consent process included disclosure that teaching performance data and
responses from the questionnaire would be used strictly for research purposes. This ensured
transparency and allowed participants to make fully informed decisions about their involvement
in the study.

Upon securing the necessary approvals, data collection commenced. The researchers gathered
information on teachers’ motivation and teaching effectiveness using a validated questionnaire
and teaching performance records provided by school administrators. The data collection process
involved face-to-face surveys conducted during school hours. This data served as the foundation
for analyzing the relationship between motivation and teaching effectiveness.
To ensure data quality and reliability, the researchers personally oversaw data collection.
Strategies such as rigorous objectivity training and peer review were implemented to mitigate
researcher bias and bolster study integrity. Adhering to these protocols aimed to maintain the
impartiality and credibility of the study's findings.

Throughout the study, the ethical principles of informed consent and participant autonomy were
prioritized. Participants were provided with a comprehensive explanation of the study's
objectives and procedures, emphasizing their rights to confidentiality and their ability to
withdraw from the study at any point without penalty.

Following data collection, the researchers meticulously tallied and organized the responses
before subjecting them to thorough cleaning and processing. IBM SPSS (Statistical Package for
the Social Sciences) was employed to conduct statistical analyses, enabling researchers to derive
both descriptive and inferential insights from the collected data.

The study rigorously upheld data confidentiality and anonymity by securely storing all
information on password-protected devices accessible only to authorized personnel. Personal
identifiers were removed or anonymized prior to analysis, and only aggregated data was used for
reporting, ensuring participant privacy. These measures adhered to ethical standards throughout
the study.

Teaching performance data collected alongside survey responses were analyzed in conjunction
with other variables. All data were retained for the duration necessary to complete the research
study. After the study’s conclusion, the data were securely archived or destroyed in accordance
with institutional policies, ensuring compliance with ethical guidelines and maintaining
confidentiality.

Data Analysis Procedures

To gather and analyze the descriptive data, this study used the following statistical tools:
Frequency: To determine the number of respondents belonging to each category of variables,
frequency was used.

Percentage: To determine the proportion of respondents belonging to each category of variables,

the percentage was used.

Standard Deviation: To determine the homogeneity and heterogeneity of the gathered data,
standard deviation was used.

Mean: To determine the level of motivation and teaching effectiveness among secondary Values
Education teachers, each indicator in the questionnaire was assigned numerical equivalents, and
the mean was computed. Each mean had a numerical scale from 1 to 5 with a corresponding
interpretation. The higher the mean, the higher the level of the mentioned variables.

To gather and analyze the inferential data, this study used the following statistical tools:

Kolmogorov-Smirnov Test: To determine the normality of data to identify the appropriate

inferential tool, the Kolmogorov-Smirnov test was employed.

Mann-Whitney U Test: To determine the significant difference in motivation and teaching

effectiveness when categorized by sex, educational attainment, and school location, the
Mann-Whitney U test was employed.

Kruskal-Wallis Test: To determine the significant difference in motivation and teaching

effectiveness when categorized by age, position, and years of teaching experience, the
Kruskal-Wallis test was employed.
Spearman Rho: To determine the significant relationship between teachers' motivation levels and
their teaching effectiveness, the Spearman rho correlation was employed.

The alpha level was set at 0.05 in a two-tailed test. Statistical computations were processed using
the Statistical Packages for the Social Sciences (SPSS) software version 25.0.

Reference:

Miller, R., & Heffernan, S. (2019). Teachers' educational background and its impact on
motivation and job satisfaction. International Journal of Educational Research, 57(3), 147-162.

Gonzalez, H., & Medina, L. (2019). The influence of practical training on teacher motivation.
International Journal of Teacher Education, 12(3), 67-82.

Brown, A., & Harris, D. (2020). Sustained professional development: The role of frequent
training in teacher motivation. Educational Psychology Review, 32(2), 115-130.

Baker, P., & Martin, L. (2019). The challenges of one-time training on teacher motivation.
Journal of Teacher Training, 10(4), 289-305.