Instructional Competence, Autonomy, and Relatedness as Predictors of Teaching Motivation among Teachers in Private Elementary Schools

Globally, teacher motivation remains a challenge. This study determined the significance of instructional competence, autonomy, and relatedness as predictors of teacher motivation. Utilizing a descriptive-correlational predictive approach, involving the entire population of 159 private elementary teachers using a total enumeration sampling technique yielded results that the predictive model for teaching motivation (MT = -0.242 + 0.073x1 + 0.316x2 + 0.663x3) is significant supporting the Self Determination Theory. Further research is recommended to examine additional variables that may explain the remaining 33.8% of variance in teaching motivation not accounted for by this study’s predictors. Qualitative research may also be conducted to identify themes that could inform and support future investigations.

Instructional competence, autonomy, relatedness, predictors of teaching motivation

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