Motivation Techniques of School Heads, Performance, Organizational Commitment, and Job Satisfaction of Teachers: Basis for Program Development

This study determined the extent of school heads’ motivational techniques and their relationship to teachers’ performance, organizational commitment, and job satisfaction in one of the Schools Division in Negros Island Region during the school year 2025–2026. Using a descriptive-correlational research design, the study involved teacher-respondents from selected public schools within the division. Data were gathered through a researcher-made questionnaire that assessed principals’ motivational techniques in terms of job enlargement, job rotation, job enrichment, goal alignment, recognition and rewards, provision of instructional materials, provision of feedback, and regular promotion opportunities. Statistical tools such as frequency count, percentage, mean, and Spearman's Rank Order Correlation were utilized in analyzing the gathered data. Findings revealed that principals generally manifested a high extent of motivational techniques in supporting teachers and promoting professional growth. Teachers likewise demonstrated favorable levels of performance, organizational commitment, and job satisfaction. Significant relationships were found between principals’ motivational techniques and teachers’ performance, organizational commitment, and job satisfaction, indicating that effective leadership practices positively influence teachers’ professional engagement and workplace attitudes. The findings further imply that supportive and motivating school leadership contributes to improved educational outcomes and a more positive school environment. Overall, the study highlights the importance of strengthening motivational leadership practices through continuous leadership development programs and institutional support for school administrators.

Motivational Techniques, School Heads, Teachers' Performance

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