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Motivation and Computer Self-Efficacy as Correlates of Teaching

Quality

Precious Pearl Y. Estrada, Lindy C. Lulab

Master of Education , Major in Educational Management, University of Southeastern Philippines,

Davao City

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000373

Received: 28 October 2025; Accepted: 02 November 2025; Published: 12 November 2025

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.

Keywords: motivation, computer self-efficacy, teaching quality

INTRODUCTION

Background of the Study

Voices on poor quality instruction is one of the most pressing issues confronting educational institutions around

the world. It was seen as a significant barrier, and before COVID-19, the learning poverty rate in low- and

middle-income nations was 57 percent, meaning that 6 out of 10 kids couldn't read and comprehend simple texts

by the time they were 10 years old. At the time, poor education was a serious problem that was becoming worse

in numerous countries with low or middle incomes. (Patrinos and Bustillo, 2023).

Among many factors that may have contributed to this dilemma are motivation, and computer self-efficacy.

According to Jacinto (2007), motivation of a growing knowledge of body which defines teachers' ability to enact

quality teaching continuously and improves at a greater rate when teachers work in supportive teaching

conditions. On the other hand, as only few teachers utilizing the benefits of computers since they lack the

training. Unlocking the roles of these two variables as experienced has come to the fare.

Education International (2017) believes that quality teaching is essential for quality learning. However, the

Organization for Economic Co-operation and Development's 2018 Programme for International Student

Assessment (PISA), which assessed students in 79 countries at the age of 15, placed the Philippines in the low

seventy-s. Nine out of ten children in the Philippines who are ten years old fail to read simple text, according to

the World Bank's 2022 estimate of learning poverty at 91%. The World Bank reported that the Philippines was

likewise struggling with its status as a laggard in international education rankings, coming in last in reading and

second in mathematics.

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The said result can be associated to the quality of teaching that we are giving to our learners. Looking at the

Public Schools perspective, teachers cannot give their maximum level of teaching capacity because of several

factors. Among all of the factors two of them are the teachers’ motivation that drives them to do their tasks well

and their limited knowledge and skills on computers that aid the day-to-day teaching-learning experience.

With regards to motivation, teacher’s motivation has gotten less attention and even teachers often ignore the

impact of their own motivation in the classroom. In fact, in a study conducted by Kamstra (2020) among

secondary school teachers in Spain, it was found that teachers lacked motivation towards work and their daily

teaching experiences due to extrinsic factors. Their workload, pay, insufficient resources, lack of social

acknowledgment, and curricular restrictions were among the things that adversely affected their well-being and

work-life balance.

A growing body of research suggests that teachers’ ability to enact quality teaching continues to improve greater

rates when teachers work in supportive school conditions (Ronfeldt, et. al., 2015). Meanwhile, computer

technology is transforming the way educators teach and students learn all over the world. Many computer-based

innovations have penetrated the teaching and learning processes in the new communication age (Thangarasu &

De Paul, 2014). Despite the fact that Information and Communication Technology (ICT) has a positive impact

to schools (Castro et al., 2011), there are many challenges with regard to its implementation as cited by different

authors (Shan Fu, 2013); like inadequate opportunity to learn new software or incorporate ICT during an

instructional session (Almekhlafi & Almeqdadi, 2010); minimal software proficiency and regular ways of

developing what and how students ought to acquire (Goktas et al., 2009); and an absence of acknowledgment

and support of the efficient and timely use of ICT (Tezci, 2011).

In a study conducted by Jacinto (2017) among Secondary School Teachers of Angadanan, Isabela, Philippines,

it was found that only few teachers are utilizing the benefit of using computer applications in their profession

because they need more comprehensive training to enhance their computer self-efficacy and literacy. The

teaching quality of teachers is still in the process of development and it needs to undergo different methods of

teaching development to enhance the quality of education in the country. The teaching quality of the teachers is

developed through the years through active participation and collaboration in different aspects of teaching

education and the willingness to use this knowledge to deliver it to the students properly. This gave a clearer

picture of reviewing the factors that may affect teaching quality. Among the factors that may have contributed

to teaching quality, motivation, and computer self-efficacy were considered. The teacher's role and contribution

toward the improvement of learners' achievement might necessarily be relevant and the teacher's motivation

would be one of the keys.

In Davao City, teachers are doing their best to make the teaching quality more relevant to students and useful to

the community. However, little was known about the interaction effect of computer self-efficacy and motivation

on teaching quality. Very few studies deal with motivation, computer self-efficacy, and their relationship to the

teaching quality of teachers in Davao City. It was due to the above-mentioned gaps that the researcher felt the

need to conduct a study.

Statement of the Problem

This study sought to determine the relationship between and among Motivation, Computer Self-Efficacy and

Teaching Quality of Teachers in Public Elementary Schools in Davao City. Specifically, it aimed to answer the

following questions:

1. What is the level of motivation among teachers in terms of:

1.1. intrinsic; and

1.2. extrinsic?

2. What is the level of computer self-efficacy among teachers in terms of:

2.1. Basic Computer Skills (BCS);

2.2. Media Related Skills (MRS); and

2.3. Web Based Skills (WBS)?

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3. What is the level of teaching quality among teachers in terms of:

3.1. Demonstrating a Professional Body of Knowledge;

3.2. Establishing Inclusive Learning Environments;

3.3. Fostering Effective Relationships; and

3.4. Engaging in Career-Long Learning?

4. Is there a significant relationship between:

4.1. motivation and teaching quality; and

4.2. computer self-efficacy and teaching quality?

Objectives of the Study

The study aims to investigate the relationship between motivation, computer self-efficacy and teaching quality

in the context of public elementary schools, recognizing the significance of quality teaching. The research

objectives identified for this study are as follows:

1. assess the level of motivation exhibited by public elementary teachers;

2. determine the level of computer self-efficacy of teachers;

3. determine the level of teaching quality of teachers;

4. examine the relationship between motivation and teaching quality; and

5. examine the connection between computer self-efficacy and teaching quality.

Significance of the Study

The results of the study were beneficial to the following:

Department of Education. This study aims to provide valuable insights for educational institutions as they delve

into achieving and maintaining teaching quality. By examining the findings presented in this research, decision-

makers and policymakers can gain guidance in effectively managing quality assurance in teaching.

School Heads or Principal. The findings of this study will contribute to the existing body of knowledge on

teaching quality and provide instructors and educational administrators in public elementary schools with

practical recommendations for maximizing computer self-efficacy and motivation in teaching quality. Exploring

teacher motivation and computer self-efficacy assumes paramount importance within the ever-evolving domain

of teaching quality.

Teachers. They are the subjects of this study, thus, recommendations will greatly and directly benefit them.

This study’s goal was to make teachers become more willing and able to perform their best at work by crafting

policies, creating an environment, and providing training workshops that are all favorable to them.

Researcher. This study can be used as a reference for other researchers and organizations who are dealing with

the same problem.

Scope and Limitation of the Study

This study investigated the extent of teaching quality among public elementary school by examining the

relationship between motivation and computer self-efficacy and the influence of these variables on teaching

quality. It also determined the levels of motivation and computer self-efficacy and investigated in depth the

relationship of teachers’ motivation (intrinsic and extrinsic) and computer self-efficacy (basic computer skills,

media related skills and web based skills) on teaching quality.

Definition of Terms

This section presents the definition of terms that were used in the study.

Teaching Quality. It includes all those behaviors of teachers that encouraged students to learn and move towards

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the educational goals of the institution and used to elaborate the different indicators that the teacher is able to

use for appropriate learning strategies and methods in the classroom that promotes learning and development

(Berliner, 2005).

Motivation. Broussard and Garrison (2004) broadly define motivation as “the attribute that moves us to do or

not to do something”. According to Filimonov (2017), while intrinsic motivation refers to the factors that incite

teachers to act which are internal or originate from inside minds, extrinsic motivation refers to factors outside of

a teacher's control that drive him to do something.

Computer Self- efficacy. According to the Social Cognitive Psychology's Self-efficacy Theory of Bandura

(1977), it is defined as an individual's evaluation of their knowledge and proficiency with computers in a range

of settings (Compeau and Higgins (1995). Therefore, a person's beliefs and confidence in what they can

accomplish with the computer abilities and information they already possess form the foundation of their

computer self-efficacy. It is defined as an evaluation of a teacher's proficiency with computers in a range of

contexts (Compeau & Higgins, 1995). This rests on the instructor's convictions and self-assurance over the things

that can be accomplished with computer skills and knowledge.

REVIEW OF LITERATURE AND THEORETICAL FRAMEWORK

This section of the chapter presents the pertinent literature and studies that the researcher considered to

strengthen the significance of this study. This study investigated the factors influencing online teaching quality

and considered how motivation and computer self-efficacy impacted teaching quality. It incorporated existing

frameworks and regulations for teaching quality and ensured a direct connection between the findings and

pertinent literature. It also synthesized the relevant literature to facilitate a comprehensive understanding of the

study.

Teaching Quality

At its core, education is about giving everyone access to high-quality instruction. "Competent, trained, properly

compensated, and driven teachers are essential for attaining this goal (UNESCO, 2016). What teachers do in the

classroom to support students' learning is referred to as teaching quality (Perez, 2013). There will be effective

teaching when teaching quality is incorporated.

How well a teacher facilitates student learning in the classroom is referred to as teaching quality. In this study,

the term "teacher quality" referred to components of teaching quality that support conceptual understanding as

well as features of professional training for teachers. In order to improve learning, teachers are essential. It has

been determined that the most significant predictor of student learning, above all other school-based factors, is

teacher effectiveness (Perez, 2013).

As discussed in the study of Heck (2007) teaching quality encompasses more than just a teacher's qualifications;

it also involves the perspective they bring to the classroom, the instructional techniques they employ, and the

way the school and community are set up. This is corroborated by Lovat's (2003) assertion that effective teaching

occurs when students meet the learning objectives and when teaching quality is integrated. Furthermore, learning

is seen as a process rather than a final result. It entails all of those encounters and instruction via which a person

is taught to modify his conduct and get ready to make the required adjustments and adaptations in changing

circumstances.

Like Abby (2002), he believed regarding the duties of a teacher, instructional methodologies, instructional

materials, and the fundamental goals of instruction. Specific learning objectives are established based on the

plan, and a suitable collection of activities is offered. The instructor chooses the tools, techniques, and learning

objectives for each part of the classroom environment.

Making tough and moral decisions, using good judgment, and respecting the complexity of the educational

purpose are all necessary for effective teaching. Teachers need to be aware of the ethical aspects of their career

in addition to the technical information and abilities they utilize on a daily basis. Accordingly, the main goal is

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to support the growth of abilities, attitudes, and knowledge while carefully and ethically recognizing the diversity

of human needs and circumstances. As a result, educators need to become proficient in a variety of teaching

techniques and strategies while continuing to be critical and self-reflective in their work (Bhowmik, 2013).

Teaching quality happens when a teacher continues to study the environment and improved the instruction to

implement pedagogical experience and skills lead in optimal learning for all students. It is a concurrent growth

of general pedagogical knowledge, understanding of child and adolescent development applied to teaching, and

teaching knowledge relevant to the material taught (NCATE, 2010).

Meanwhile, Nataša (2011) defined teaching quality as the set of abilities, knowledge, and/or skills necessary to

carry out a successful work. A few more recent competences demonstrate a similarly comprehensive view of

teaching quality. "An entire set of personal qualities, understanding, abilities, and mindsets that are needed for

successful outcomes in various teaching contexts" is how they define competence.

This study adopted and modified some of the standards of the Alberta Education for Teaching Quality Standards

(in Canada) and used the valuable standards applicable for teachers in the Philippines. The following are the

basic teaching quality standards of the Alberta Education that was used to observe the teaching quality of

teachers.

Demonstrating a Professional Body of Knowledge. It refers to the teacher’s ability to incorporate a range of

instructional strategies, including the appropriate use(s) of digital technology, according to the context, content,

desired outcomes and the learning needs of students. Teachers learn the quality of their subjects and their

instruction. They learn and understand the basic principles, function and methods of enquiry applicable to the

programs they teach. Teachers identify what constitutes an important, developmentally relevant approach in their

learning and teaching programs and use that information to make content meaningful to students (Aitsl, 2017).

As cited by Galileo (2020), teachers new to the field need additional resources to improve teaching activities and

to send them on the road to achievement and long-term professional preparation. They are oriented to a variety

of effective methods where execute; on in a well-designed forms part of the training. All facets of their teaching

methodology required assessment to ensure that they satisfy the academic needs of their learners.

The teacher should display thorough understanding of the discipline's key ideas and how they connect to one

another and to other fields of study. They have to exhibit comprehension of the prerequisite connections between

subjects and ideas as well as the connection to the essential cognitive structures that guarantee pupil

comprehension. Instructors' practice and planning demonstrate their understanding of the subject (Framework

for Teaching, 2013).

Teachers must simplify their understanding of professional competence to focus on affective-motivational traits

and cognitive skills as the two primary components. According to Bömeke and Delaney (2012) and Wright and

Horn (2013), a competent teacher is one who successfully and efficiently completes a task (instructs) in a

particular context (the classroom) using relevant skills, attitudes, abilities, and knowledge that have been

changed and established throughout time and requirements.

Like Arshad (2017), he added that a competent teacher has a comprehensive knowledge of subject matter, good

interpersonal and written communication skills, and complete work within time, initiative, take suitable

decisions, get adaptation in any scenario, and adhere to research, collaborative attitude towards learners,

colleagues, parents and administration.

It is necessary for the teacher to have a content knowledge and able to deliver this information to the learners.

Teachers should be creative and skilful in designing activities that would improve students learning.

Establishing Inclusive Learning Environments. This refers to teachers that integrate students' cultural and

personal assets into instruction to foster student leadership. The goal of inclusion is to help teachers plan lessons,

classrooms, and classes so that every student can participate and grasp the material. A friendly environment for

all students, including those with learning challenges, is what's known as an open classroom. can also educate

and encourage creative and skilled learners by creating a more sensitive learning climate (Unlu, 2017).

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According to Guests (2015), prioritizing the emotional needs of pupils is crucial since no educational technique

will work if they don't feel safe and understood. Students will feel secure enough to come out and tell us what's

on their minds if we establish relationships in the classroom. Pupils ought to experience respect and a sense of

inclusion in the larger school community. True learning can occur when you establish a rapport with your

students and provide a well-defined instructional framework for advancement.

Moreover, a study (Hiebert & Morris, 2012; Fuhrman et.al, 2010) emphasized that the competence of teachers

undercuts a more basic measure teaching quality. There are two possibly specious assumptions: first, successful

teaching approaches are inextricably related to the skills and abilities of the teacher and the educational area in

which students’ success is assessed. Successful educators have a strong enthusiasm for their subjects. They are

skilled at using a range of instructional techniques and can assist in increasing the importance of the material in

relation to their personal environment.

Fostering Effective Relationships refers to the process of providing culturally appropriate and meaningful

opportunities for students to support student learning and collaborate with the community and professionals for

development. When considering leadership as an art and science, or teaching in the same way; it is easy to see

how only some things can be either learned or taught. The science and theory of classroom management,

instructional strategies, technology integration skills and content knowledge can be taught. Budget management,

timetable creation, staff evaluation and other duties can be learned. Other qualities, you either have or don't. You

can't fake relationships. Without effective relationship building skills, classroom management and any of the

other elements of teaching are never going to be developed as fully necessary. Teachers and administrators work

with people and children and see first-hand the impact they can have. The more removed we are the more

students become numbers, file folders and check boxes (Alberta Education, 2009).

By treating learners respectfully and establishing beneficial interactions, teachers can gain reputation by

modeling positive behavior for themselves. Students want to be treated with respect, to put it simply. Students

will only get agitated or frustrated if you talk down to them or give them lectures about how inadequate they are.

Gaining the trust and friendship of students can be facilitated by providing positive reinforcement, maintaining

consistency, grinning, and listening to their concerns (Foley, 2019).

As cited by Gillespie (2002), successful teachers are those who can optimize each student's learning capacity in

their class. One of the most important components of effective teaching and student learning is the growth of a

teacher-student bond. Cooperative participation and a sense of school belonging are fostered by positive teacher-

student connections. In an environment free from the fear of failing, students have the confidence to try new

things and achieve. Instructors can help students set goals and stay motivated, and students can ask them for help

and direction.

Students' anxiety levels can be reduced and their creativity can flourish in a harmonious classroom. It is important

to consider how a student's interactions with their teachers affect their mental health. It is believed that a support

system can lower the likelihood that young people would experience mental illness. When support and

encouragement are needed but may not always be present in the home, teachers can serve as a strong and effective

source (Hattie, 2015).

The significance teachers place to professional learning practices that are set within the classroom in order to

improve the caliber of learning for their students. Teachers reported substantially lower practice scores but much

higher values scores for collaborative classroom-based professional learning activities like collaborative

teaching, peer assessment and feedback, and collective research and development (Pedder 2006, 2007; Pedder,

James, and MacBeath 2005).

Also identified as important is for the teacher to collaborate with the parents, students, colleagues and its

community for improvement of teaching quality. One of the main features of professional learning networks is

joint professional learning among teachers with the goal of enhancing the learning of students. Teachers who

thrive together can exchange expertise, evaluate their own approaches critically, offer peer critique or collegial

support, and develop instructional strategies together (Pedder & Opfer, 2013; Vangrieken, et al., 2015).

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Dela Torre & Olney (2015) also highlighted that positive discipline helps children/students succeed, give them

the information they need to learn and to support their development respects the rights to development and

protection.

With regards to this, teachers should effectively foster effective relationships to students and established learning

that is friendly and motivational as it will demonstrate how the Teaching Quality of the teacher affects the lives

of the learners.

Furthermore, Junior (2019) on examining the connections and labels learners attached to their teachers in a

Philippine Higher Education Institution, the results demonstrated that teachers adhere to strict rules in the

classroom, and students displayed a moderate degree of connectedness and anxiety regarding these rules. In

addition to offering teachers a wealth of academic opportunities, a healthy school climate exposes them to

activities where they can exercise their decision-making authority and build supportive relationships with their

colleagues.

Engaging in Career-Long Learning. According to this, teacher cooperation is a crucial component of educators'

careers since it allows them to continually evaluate and enhance their methods of instruction. Teachers that

actively pursue lifelong learning serve as role models for their pupils, as they embody the principles they instruct.

Teachers then motivate their pupils to become lifelong learners as a result. Competent teachers achieve this by

exchanging firsthand accounts of their experiences navigating the educational process. In order to design the

future of our communities, lifelong learning is a crucial task that should be taken into consideration rather than

seen as a luxury (EWU, 2018).

Certain fundamental skills are emphasized and exercised across the curriculum in a lifelong learning

environment. Examining problems may be viewed as a problem-solving process. This covers questions regarding

information literacy, including where to look for sources and how to conduct research. In a continuous learning

school, pupils are not always required to find the "correct" answer when addressing problems. Experimentation

and creativity are welcomed. Students are frequently the ones that come up with the problems themselves.

Students can acquire research skills and learn to take charge of their education in this way, according to Bryce

and Withers (2003).

Teachers should invest in skill learning and strategic activity, recognizing that the idea of job advancement over

time is a characteristic of professionalism. Educators create and adapt unique schooling, teaching, and learning

theories that are guided by experience and action. The educators must recognize their educational needs and

function independently and collaboratively to address professional needs (Carpenter, 2016).

In order to address problems in classroom instruction, it is vital to foster both individual and group reflection, to

establish and preserve a collaborative and socially engaging atmosphere, and to provide training and

collaborative projects that are connected to research action techniques. In order to advance their education,

teachers must take on the task of continuing their training. It is important in upgrading and expanding their

expertise for the growth of their profession. Professional growth and advancement are means of career

sustainability and lifelong learning in the information society (Duga & Rafaila, 2013).

As cited by Mupa & Chinooneka (2015); Borgatti, et.al (2013), teacher support is positively related to overall

peer liking and pro-social behavior. Improvement is seen when their support comes from the outside to the

improvement of students inside the classroom. Effective teachers possess knowledge, plan and oversee

education, encourage learning, and support students' development so they may learn on their own, according to

conceptions of competence in teaching.

Motivation

The right way of teaching and learning is essential among young minds because it sets the stage for their future

growth and development. Teachers can promote academic and life skills development, positive attitudes toward

learning, and a safe and supportive learning environment by teaching children effective and appropriate methods.

These factors are crucial for a child's success and can help them become well-rounded individuals equipped to

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face future challenges. For teachers to be able to become effective in teaching, just like any other people, they

need driving forces and training to become efficient in work. Avent this study, making them highly motivated is

one of the driving forces. One thing that educators must have is motivation. Since attrition is a persistent worry,

teacher motivation is more important than ever for the field.

NP and Dhanalakshmi (2019) explained that motivation increases the willingness to work, thus increasing the

institution's effectiveness.

According to Eltom (2007), it's nearly hard to determine the reason for someone's actions before they actually

do them. Observing someone's words or actions in a certain circumstance can help one draw reasonable

conclusions about their underlying motivation.

Motivation according to Guay et al. (2010) refers to “the reasons underlying behavior”. Additionally, Broussard

and Garrison (2004) broadly define motivation as “the attribute that moves us to do or not to do something”. In

addition, Lay (2011) describe motivation as the product of a complex interplay of beliefs, attitudes, values,

desires, and behaviors.

As a result, different motivational approaches focus on cognitive habits (such as monitoring and strategy use),

non-cognitive factors (like beliefs and attitudes), or both. Furthermore, Kanfer et al. (2017) stated that motivation

is the psychological energy that generates intricate structures of goal-directed thoughts and behaviors.

They added on to state that these systems combine internal psychological factors with external contextual or

environmental forces to evaluate the direction, intensity, and consistency of human acts aimed at a certain

purpose.

In the work domain, work motivation is described as “a collection of energetic forces that originate within

individuals, as well as in their environment, to initiate work-related behaviors and to determine their type,

direction, intensity, and duration” (Pinder, 2008). In addition, Tziner et al. (2012) mentioned that work fit,

demands, and personality types all have an impact on motivation, which can lead to a range of behaviors and

attitudes like job satisfaction and organizational commitment, and more. At present, in order to thrive and

succeed in a competitive corporate world, businesses aim to inspire their workers (Mohsan et al., 2004). Since

the importance of inspiring employees in the growth of any company cannot be overstated, George and

Sabapathy (2011) argued that work motivation stimulates workers to take an action that leads to the achievement

of certain goals or the fulfilment of certain psychological needs.

In addition, work motivation according to Deci and Ryan (2008) is commonly divided into two major

frameworks under the self-determination theory (SDT): intrinsic and extrinsic motivation. These two classes are

completely opposite to each other and explain how people are inspired to do things in different ways. According

to Filimonov (2017), while intrinsic motivation refers to the factors that incite people to act which are internal

or originate from inside minds, extrinsic motivation is the term used to describe forces outside of an individual's

authority that drive him to act in certain ways. It might take the form of money, a job, a prize in

a teacher competition, and so forth.

Interestingly, there is no correct answer to the question of which motivation is more effective. Some people are

more intrinsically motivated, while others prefer to be motivated by external factors as Filimonov (2017) added.

Furthermore, a handful of studies show how important it is to keep teachers motivated so they can develop

valuable future leaders, In fact, the most critical intrinsic motivating factors for teachers are mentioned by Covey

(2008) stating that, "Teachers deserve to feel appreciated and proud of their profession. They want to be handled

with dignity. They want positive working relationships. They want to be well-organized and have some influence

of their time and what occurs in their classroom. They want their abilities to be used and improved." Meanwhile,

Granata (2016) suggested that extrinsic activities such holding contests, hosting teacher appreciation events, and

giving of praise will increase teacher motivation.

In addition, Hosler (2013) thinks that instructors would be more motivated if they received their pay.

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Furthermore, according to Roberts (2014), teachers who take care of themselves by getting enough sleep,

exercising, eating a balanced diet, and practicing meditation are more likely to maintain their motivation.

Lastly, the findings of the Jesus and Lens (2005) study demonstrated that, in spite of the basic significance

attached to teacher motivation, it is a prevalent finding in research that teachers exhibit a decrease of motivation

and greater rates of stress compared to other professional groups. A stark contrast can be seen between the

general need for motivated teachers and the general dearth of such teachers: in other words, although teacher

motivation is essential to the learning and instruction process, many teachers lack high levels of motivation

(Jesus & Lens, 2005).

Intrinsic Motivation. Di Dominico and Ryan (2017) elaborated that intrinsic motivation describes people's innate

inclinations to be interested and curious, look for challenges, and advance their knowledge and abilities even in

the lack of operationally separable rewards. This means that intrinsic motivation comes from within; it is when

an individual is motivated to do something because it is internally rewarding. In other words, it provides the

individual with a sense of personal fulfilment (Harney, n.d).

Self-Determination Theory (SDT) of Ryan and Deci (2017) has emerged as the standard framework for studying

intrinsic motivation. Intrinsic motivation is often measured behaviorally in terms of voluntarily pursued

behaviors, as well as experientially through self-report questionnaires that probe the reasons for one's

involvement with activities, as well as particular affective states like interest, curiosity, and pleasure. In fact,

over the last four decades, experimental and field research led by Self-Determination Theory (SDT) of Ryan and

Deci (2017) has has demonstrated that intrinsic motivation is a predictor of better learning, success, creativity,

optimal development, and psychological well-being. It shown that people who are intrinsically motivated engage

in activities because they find them exciting and fulfilling.

In addition, in a similar study conducted by Scott (2017) in Texas, results showed that teachers are intrinsically

motivated because teaching for them is a calling. Additionally, veteran teachers also expressed great enthusiasm

for their work, citing the pleasures of watching a student learn and the student's willingness to learn more as

some of their greatest rewards. They are unconcerned with prizes such as medals or work names.

Moreover, Williamson, R. and Blackburn, B. (2022) stated that those intrinsically motivated value education for

its own sake. In addition to the sense of pride that comes with teaching, they take pleasure in honing their

profession. Teachers intrinsically driven typically have a preference for difficult assignments, higher self-esteem,

and the conviction that they can impact students' learning. Nevertheless, the extraordinary COVID-19-related

educational circumstances have damaged the confidence of numerous educators, which has decreased their

intrinsic drive.

Extrinsic Motivation. External reinforcement, whether favorable or negative, can serve as an extrinsic motivator.

These incentives could be related to pay, gifts, vacation time, and material perks. A teacher's motivation may

stem from their opinion of their pay for the work they do. In addition to job stability, autonomy, feedback, and

evaluation scores, extrinsic factors can also inspire teachers.

According to Ashley Betkowski (2024) teachers can be adversely affected by extrinsic motivators. For instance,

if teachers believe they have no influence over their students' test results, the assessment of their competency

through student accomplishment scores may have a detrimental effect on their motivation. Negative extrinsic

motivation is also linked to teacher evaluations, particularly when teachers believe their performance is

determined more by unachievable standards than by the job they accomplish on a daily basis. Unrealistic

expectations are a common problem for educators. Lesson planning, behavior among students, assessment,

parent interaction, connections, government, committees, e-learning, and actually teaching lessons are just a few

of the tasks that teachers must handle. Teachers lose enthusiasm and self-efficacy when they are held to irrational

standards.

Both extrinsic and intrinsic motivation can be supported by autonomy and developing competence. Teachers

may feel more driven to succeed if their efforts are acknowledged and they are given resources that counteract

irrational expectations. This will support their professional development and sense of self-efficacy (Betkowski,

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2024).

Computer Self-efficacy

One of the important trainings that a 21

Century teacher should have is technology literacy. To be able to adapt

to new generation learners, teachers should possess computer skills. In this study, it considered teacher computer

self-efficacy as one of the skills that teachers should have to provide quality teaching.

Computer Self-efficacy as adapted from social cognitive psychology's self-efficacy theory of Bandura (1977), is

characterized as an individual's evaluation of their proficiency with computers in a range of contexts (Compeau

& Higgins, 1995). It is predicated on an individual's convictions and self-assurance in their ability to use

computer skills and expertise. In this study, the beliefs and confidence of public elementary school teachers in

utilizing media-related abilities, web-based skills, and basic computer skills to support teaching and learning

were the main areas of focus for the examination of teachers' computer self-efficacy (Teo & Koh, 2010). It is

believed that people who have a high degree of computer self-efficacy are more open to learning and

experimenting with new computer skills.

Additionally, it was found in the study of Sarfo et al. (2017) that strong computer self-efficacy will make teachers

more adept at integrating computers during instruction and more resilient in the face of difficulties and setbacks

while utilizing technology to support teaching and learning. Similarly, Ozcelik and Kurt (2007) discovered in

their research that educators who have faith in their computer skills are more inclined to employ the resources

more frequently in the classroom. Thus, when it comes to utilizing computers in education and instruction,

teachers' computer self-efficacy is a crucial influencer of their actions, according to Cassidy and Eachus (2002).

Basic Computer Skills. Basic Computer Skills are conceptualized as the basic capacity and speed of using

computer graphical user interfaces to acquire, gather, and deliver content (Goldhammer et al., 2013). These

foundational abilities can be viewed as key technical abilities that allow educators to carry out basic tasks that

are shared by numerous software programs, such as using a word processor's copy and paste feature

(Markauskaite, 2007).

The Computer Self-Efficacy Scale, or BCS, was created by Teo and Koh (2010) to assess teachers' proficiency

with word processors for creating, editing, and formatting documents for particular uses, with internet search

engines for information and resources, with email for communication, with presentation software for online

learning, with spreadsheets for data recording, basic computations, and data visualization in the form of tables

and graphs.

Media Related Skills. Media Related Skills as found in the Computer Self-Efficacy Scale developed by Teo and

Koh (2010), encompass the following abilities of educators: employing graphic editors to produce materials for

virtual instruction, such as video editing software, using website editors to construct and alter webpages, and

using animation software to produce animations. People in the twenty-first century live in a world dominated by

technology and media, according to Bellevue College (2016). This world is marked by a number of

characteristics, such as easy access to a wealth of information, rapid technological advancements, and the

capacity for unprecedented individual and group contribution.

Moreover, in a study conducted by Sarfo et al. (2017), they discovered that since they lack confidence in their

ability to operate particular computer application software, particularly for activities involving media, teachers

are unlikely to successfully employ and integrate computers into their educational activities in classrooms.

Therefore, in order to facilitate online learning and guarantee that students continue to obtain a top-notch

education in the digital age, educators need to demonstrate a variety of practical and critical media-related skills.

Web Based Skills. Web Based Skills refer to the particular skills required to access the World Wide Web, which

is essentially an electronic directory housed on various computers across the globe. Additionally, the Web Based

Skills (WBS) of teachers are measured in the Computer Self-Efficacy Scale created by Teo and Koh (2010).

This includes the ability to use video conferencing applications for collaboration, like Google Meet and Zoom,

to use instructional management systems to support virtual instruction, like Google Classroom, and to use

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blogging and vlogging for educational purposes. According to a study by Sarfo et al. (2017), senior high school

teachers in Ghana are unsure of their own self-efficacy in Web Based Skills (WBS), which raises the possibility

that they won't be able to successfully use and integrate computers into their lesson plans.

Theory Base

This section integrated all the previous sections to gain a deeper understanding of the topic. Furthermore, this

study was anchored on the following theories, namely: Herzberg's Two-Factor Theory of Frederick Herzberg

and Social Cognitive Theory (SCT) of Albert Bandura.

This study was guided on Herzberg's Two-Factor Theory, proposed by American psychologist Frederick

Herzberg, a widely accepted hypothesis in the study of behavior in organizations. Motivators, according to

Herzberg (2003), are the elements that contribute to motivation and job satisfaction. The two main categories of

elements that Herzberg's theory highlights are the hygienic aspects and the motivating factors. In order to

establish a baseline of contentment and avoid employee dissatisfaction, hygiene elements like pay,

organizational regulations, and work circumstances are crucial. However, there is a direct correlation between

teacher engagement and job satisfaction and motivating aspects including demanding work assignments,

opportunity for personal growth and development, and acknowledgment.

In support to this, according to Deci and Ryan (2008), there is a spectrum of motivation that goes from "intrinsic"

(autonomous) to "extrinsic," or regulated. According to their statement, external regulation, or motivation based

on fear of punishment or the desire for rewards from outside sources, is what they refer to as regulated

motivation. To put it another way, extrinsic motivation refers to the desire to act a certain way in response to

outside factors like prizes, praises, rating systems, and staff evaluations that lead to outside incentives.

Conversely, intrinsic motivation is a component of autonomous motivation (Deci & Ryan, 2008). This implies

that when we engage in activities because we are genuinely engaged and enjoy them, we are acting with intrinsic

motivation. It is the pinnacle of drive.

In addition, according to Filimonov (2017), while intrinsic motivation refers to the factors that incite teachers to

act which are internal or originate from inside minds, extrinsic motivation is the term used to describe forces

outside of an educator's control that motivate them to act.

This study was founded on Herzberg's Two-Factor Theory since according to Burton (2013), motivated teachers

are more productive; work is completed quicker, with higher levels of collaboration, creativity and commitment,

all of which have a favorable effect on students' academic performance. However, unmotivated teachers are

more likely to engage in the following behaviors: they become disengaged from their students, fail to push them,

fall behind in their grading, show videos and give out "free" days frequently, lack creativity in their instruction,

and rarely establish relationships with other teachers or administrators (Meador, 2018).

The Two-Factor Theory by Herzberg provides priceless insights into the quickly changing workplace of today.

Given that teacher motivation and wellbeing have a significant impact on student learning results in institutions

and other educational settings, this hypothesis is especially pertinent in this context. By addressing both hygienic

and motivating aspects, schools can prioritize teacher happiness by implementing Herzberg's theory into

contemporary management practices.

This research was also drawn upon Bandura’s (1986) Social Cognitive Theory (SCT) and his conceptualization

of self-efficacy, and the work of Compeau and Higgins (1995) in establishing the foundation for the use of

Computer Self-Efficacy (CSE). According to Bandura (1994), self-efficacy is the belief held by individuals

regarding their ability to achieve specific performance levels and exert control over circumstances that impact

those levels. Computer self-efficacy, specifically defined as an individual's evaluation of their knowledge and

skills to utilize computers in a range of settings, is derived from social cognitive psychology's self-efficacy theory

(Compeau & Higgins, 1995). Therefore, a person's beliefs and confidence in what they can accomplish with the

skills and knowledge they already possess in utilizing computers constitute computer self-efficacy.

This research was constructed on Bandura's (1986) Social Cognitive Theory (SCT) and self-efficacy

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conceptualization (1994), as well as Compeau and Higgins' (1995) work in laying the groundwork for the use of

Computer Self-Efficacy (CSE) since people who have a high level of computer self-efficacy are generally seen

to be more capable and inclined to experiment and learn new computer skills.

Similarly, teachers with a strong sense of computer self-efficacy will be more capable of using computers in the

classroom and will have the willpower to persevere through the challenges and failures that come with using

computers to promote teaching and learning.

Furthermore, teachers with higher computer self-efficacy perceive themselves as able to use computer

technology, while teachers with lower computer self-efficacy become more irritated and nervous while dealing

with machines, according to Compeau and Higgins (1995). Correspondingly, teachers who possess self-

assurance in their computing skills, according to Ozcelik and Kurt (2007), are more likely to use the resources

in the classroom more often. As a result, Cassidy and Eachus (2002) found that instructors' attitudes about

utilizing computers for teaching and learning are clearly influenced by their level of computer self-efficacy.

Moreover, when teachers have high sense of computer self-efficacy, they tend to become more engaged in their

work considering that the educational requirements of the 21

century schools include the huge demand of

integrating computer technologies in the teaching and learning process.

CONCEPTUAL FRAMEWORK

As shown in Figure 1, the independent variables are motivation, and computer self-efficacy. Previous researches

show that the said variables are perceived to have an effect on the teaching quality of the teachers in educational

institutions they are in.

Independent Variable Dependent Variable

Motivation

Intrinsic

Extrinsic

Teaching Quality

Demonstrating a Professional Body of

Knowledge;

Establishing Inclusive Learning

Environments;

Fostering Effective Relationships; and

Engaging in Career-Long Learning

Computer Self-Efficacy

Basic Computer Skills

Media Related Skills

Web Based Skills

As shown in the Figure 1 above, one the independent variables is the Motivation of Public Elementary Teachers

with the sub-indicators: intrinsic and extrinsic. Herzberg's theory emphasizes two distinct sets of factors:

motivational factors (intrinsic) and hygiene factors (extrinsic).

The other independent variable is the Computer Self-Efficacy of Public Elementary Teachers with the sub-

indicators: Basic Computer Skills (BCS), Media Related Skills (MRS) and Web Based Skills (WBS).

On the other hand, the dependent variable is Teaching Quality of Public Elementary Teachers such as

Demonstrating a Professional Body of Knowledge, Establishing Inclusive Learning Environments, Fostering

Effective Relationships, and Engaging in Career-Long Learning.

The arrow shown in Figure 1 represents the relationship of independent variables and dependent variable.

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Null Hypothesis

: Teaching Quality is not affected by Motivation and Computer Self-efficacy of Public Elementary Teachers

in Davao City.

METHODOLOGY

This chapter deals with the methods and procedures that the researcher used to achieve the desired result. The

research design, study respondents, research instrument, data gathering procedure, data analysis, and ethical

considerations are presented herein.

Method Used

This study uses a quantitative research design utilizing a descriptive-correlational method to determine the

relationship between motivation, computer self-efficacy and teaching quality. This design provides an

opportunity to explain the relationship between variables and can predict outcomes (Creswell, 2014). The

researcher intends to discover the relationship between motivation, computer self-efficacy and teaching quality

for this study. This explanatory approach of correlation research design best fits this study because results can

be acquired in “one sitting.”

Quantitative research, according to Creswell (2014), collects numerical data through objective measurement in

order to provide answers to specific questions. Therefore, quantitative research is a deductive kind of study that

draws conclusions about the features of the population under investigation using tests and surveys. In particular,

because the researcher used a survey questionnaire to gather and analyze numerical data, this study is quantitative

in character.

Furthermore, without seeking to establish a causal relationship, a study using a descriptive correlational design

aims to characterize, evaluate, and identify the relationships between the variables, or how the independent and

dependent variables are related, linked, or correlated to one another (Miksza & Elpus, 2018).

Anent to this study, descriptive statistics gave the summary of the data gathered which included measures of

averages and variability such as the level of motivation, computer self-efficacy, and teaching quality of teachers.

Meanwhile, correlational research finds out the relationship or association within the two variables being studied

which are motivation and computer self-efficacy as the independent.

Sources of Data

The respondents of the study were elementary teachers teaching in public schools where the researcher

conducted the said study are situated in different parts of Davao City. Aside from that, some of the schools that

were chosen were those that were convenient for the researcher due to the proximity of the location of the

researcher.

The study population was made up of 120 teachers from the four schools, two were big schools and two were

small schools. The said sample was randomly chosen.

Furthermore, the respondents who were selected in the study were full-time teachers or permanent teachers of

Public Elementary Schools under the Department of Education (DepEd) who were teaching for 2 years and

above. Consent was given to them before the conduct of the study.

Data Gathering Instrument

This study utilized a questionnaire that was divided into three parts. The first part of the questionnaire dealt with

the motivation of the teachers. On the other hand, the second part of the questionnaire was about computer self-

efficacy of teachers. The third part included the teaching quality of teachers among public elementary schools

in Davao City.

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The research survey questionnaire underwent validation. The research instruments were given to three experts

to validate the content of the adopted and modified survey questionnaire. After, the survey questionnaires were

pilot-tested to a group of public elementary teachers where 30 participants answered the research instruments.

Lastly, the survey questionnaires were subjected to a reliability test.

The first part of the questionnaire that was utilized in this study was adapted from the Teacher Motivation

Questionnaire (Appendix A) developed by Begum and Hamzah (2017). It was a twenty-item instrument that had

two indicators. The first indicator was designed to measure factors that intrinsically influenced teachers’

motivation which was composed of ten items. It had a Cronbach’s Alpha of α = 0.82. The second indicator was

designed to measure factors that extrinsically influenced teachers’ motivation which was composed of ten items.

It had a Cronbach’s Alpha of α = 0.75. All the items on the questionnaire were measured on a 5-point Likert

scale that ranged from (1) strongly disagree to (5) strongly agree. The total score of the twenty items provided

the general level of motivation among teachers. Below is the description and interpretation of responses:

Description and Interpretation of Questionnair

Range of Means

Interpretation

4.20 – 5.00

Very High

The motivation of teachers is always manifested

3.40 – 4.19

High

The motivation of teachers is oftentimes manifested

2.60 – 3.39

Moderate

The motivation of teachers is sometimes manifested

1.80 – 2.59

Low

The motivation of teachers is seldom manifested

1.00 – 1.79

Very Low

The motivation of teachers is never manifested

The second part of the research instrument was adapted from the Computer Self-Efficacy Scale (Appendix A)

developed by Teo and Koh (2010) which was used in the study of Sarfo, Amankwah and Konin (2017). It was

a twelve-item instrument consisted of three components which were designed to measure specific self-efficacy

in using computers. The first component was the Basic Computer Skills (BCS), which was composed of five

items. It had a Cronbach’s Alpha of α = 0.81. The Media Related Skills (MRS) was the second component which

had four items with a Cronbach’s Alpha of α = 0.88 and the third component was the Web Based Skills (WBS)

which contained three items that had a Cronbach’s Alpha of α = 0.79. All the items on the questionnaire were

measured on a 5-point Likert scale that ranged from (1) strongly disagree to (5) strongly agree as shown below.

The total score of the twelve items provided the general level of computer self-efficacy among teachers.

Description and Interpretation of Questionnaire

Range of Means

Interpretation

4.20 – 5.00

Very High

The computer self-efficacy of teachers is always evident

3.40 – 4.19

High

The computer self-efficacy of teachers is oftentimes evident

2.60 – 3.39

Moderate

The computer self-efficacy of teachers issometimes evident

1.80 – 2.59

Low

The computer self-efficacy of teachers is seldom evident

1.00 – 1.79

Very Low

The computer self-efficacy of teachers is never evident

The third part of the research instrument was the Teaching Quality questionnaire that was taken and modified

from the Alberta Education Teaching Quality Standard (2018) which comprised of 20 items (Appendix A). It

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was validated by experts. Pilot testing and reliability test were conducted The four factors were demonstrating

a professional body of knowledge with α = 0.83; establishing inclusive learning environments with α = 0.83, and

fostering effective relationships and engaging in career-long learning with α = 0.83. All the items on the

questionnaire were measured on a 4-point Likert scale that ranged from poor to excellent. The total score of the

twenty items provided the general level of teaching quality among teachers. Below is the description and

interpretation of the responses.

Description and Interpretation of Questionnaires

Range of Means

Description

Interpretation

3.25 – 4.00

Excellent

The teachers are performing well beyond the teaching quality

standards.

2.50 – 3.24

Very Good

The teachers are frequently doing well in teaching their subject areas.

1.75 – 2.49

Good

The teachers are seldom doing well in teaching their subject areas.

1.00 – 1.74

Poor

The teachers are not doing well in teaching their subject areas.

Sampling Technique

Random selection was used to gather public elementary teachers as the respondents of the study. With this kind

of sampling, the researcher was able to make decisions based on what needed to be known and who was willing

to give the information because of their expertise and experience. This required locating and choosing the people

or organizations that were knowledgeable about the phenomenon (Etikan, 2016). Respondents were randomly

picked from the set of teachers who were willing to provide information.

Procedure of the Study

This section discusses the step-by-step process of gathering data after the research tool’s validation and pilot

testing:

1. Permission and Approval. Before beginning the data collection process, the researcher obtained approval

from the research adviser and research panel. After receiving approval, the researcher sought consent from

the Graduate School of Education Dean to conduct the study. A letter addressed to the Schools Division

Superintendent, Division of Davao, was made to ask for permission to conduct the research within the

public school’s community. After receiving the approved letter, the school principals were subsequently

approached for permission. This step ensured that the study was authorized and conducted following ethical

considerations.

2. Invitations: When the data collection instrument (Printed Form) was complete, the researcher approached

the teachers to personally ask their approval to be the respondents of the study. The printed survey

questionnaire contained information about the study, its purpose, and participation instructions were given.

In addition to assuring respondents of the confidentiality of their responses, it was written at the top bottom

the explanation that participation was voluntary.

3. Duration of Data Collection: The duration of the data collection procedure was one week. During this time

frame, respondents accessed and submitted the survey at their leisure. The researcher ensured that 120

responses were acquired, enhancing the sample’s representativeness.

4. Summary and Organization of data: At the end of the data collection period, the researcher gathered the

responses from printed survey forms and compiled the data using Excel for further analysis.

5. Data Analysis: Various applications including Microsoft Excel for data analytics and the Statistical

Packaged, were used to analyze the collected data. These instruments enabled the researcher to perform

quantitative and correlational statistical analyses on the data, allowing examining relationships between

variables and testing hypotheses.

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By adhering to this procedure for collecting data, the researcher ensured that the study was organized and

systematic. In addition, obtaining approvals and permissions from the appropriate authorities ensured that the

study adhered to ethical considerations. The ensuing data analysis enabled the researcher to derive conclusions

and insights from the collected data.

Statistical Treatment

The procedure of calculating the mean involves adding up all of the values in a data collection and dividing the

result by the total number of data points (Britannia, 2019).

This study used Mean to determine the level of motivation and computer self-efficacy of the respondents and

the level of teaching quality of four public elementary teachers in Davao City.

Furthermore, standard deviation was used to calculate the degree of variance or dispersion in the data collection.

A high standard deviation suggests that the data points are dispersed throughout a larger range of values, whereas

a low standard deviation suggests that the data points often tend to be near the established mean.

Pearson correlation (r) coefficient, on the other hand, was utilized to determine how the variables are related to

one another. According to Ary et al. (2010), it was utilized to assess the linear relationship among two variables

that are evaluated on ratio or interval scales. "r" stands for the Pearson product-moment correlation coefficient,

also known as the Pearson correlation coefficient. In essence, a Pearson product-moment correlation (Singh,

2019) shows how close each data point is to the line of best fit—that is, how well the data points match this new

model/line of best fit—and attempts to create a line of best fit through the data of two variables.

This method investigated the relationship between the variables. More specifically, Pearson correlation (r)

coefficient determined if there was a significant relationship between motivation and teaching quality of

teachers. Moreover, the same statistical tool tested if there was a significant relationship between computer self-

efficacy and teaching quality of teachers in of four public elementary teachers in Davao City.

Ethical Considerations

To make the study legitimate and valid, the researcher fostered the ethics that feels appropriate. It is necessary

to comply with and give attention to ethical principles. Every research project must include ethical issues. As a

result, the researcher abided with the following protocol assessment indicators: social value, informed consent,

risks, benefits, and safety; privacy and confidentiality of information; justice; transparency; researcher

qualification; adequacy of facilities; and community involvement.

Social Value. The research may help the public elementary school teachers assess their teachers’ motivation and

computer self-efficacy and teaching quality. The results may help the teachers craft more effective ways to help

them improve their teaching quality which in effect may also help their students improve their learning

experience.

Informed Consent. By providing a clear understanding of informed consent, one of the guiding principles of

research ethics, was to build trust between the researcher and the respondents. Respondents participated in this

research freely, equipped with complete knowledge about what it means to participate. The gave their consent

with excellent informed consent distribution and presentation. The respondents were allowed to withdraw at any

moment for any reason which the researcher warmly accepted. Teachers were not subject to any form of

coercion. After approval, consent forms were given to the selected respondents.

The research’s informed consent, is a crucial document that each respondent signs and dates showing their

consent. It was obtained with deep respect, honesty, and concern. It was given by the researcher who understands

what it is all about; it was written in English to ensure that everybody understands what the study is all about.;

there was no overload of details; space was provided for signatures and dates, and it was readable. The

information sheet and the certificate of consent are the two main components of informed consent. The following

elements were available to the respondents in the first section of the information sheet are the introduction, the

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goal of the study, participation selection, voluntary participation, procedures, duration, risks, benefits,

confidentiality, sharing of the findings, rights to refuse or withdraw, and whom to contact. Certificate of consent

and the researcher's consent statement were presented in the second major section, respectively. The researcher

made sure that the three-part study instrument was capable of an answer.

Risk, Benefits, and Safety. There were no major risks such as COVID-19 infection, since the survey

administration was completed after the Covid time. Privacy and Confidentiality of Information. The

researcher’s commitment to maintaining privacy and confidentiality was typically linked to the ethical criteria

of beneficence and respect. As a result, the respondents' personal information was collected and handled

following the Data Privacy Act of 2012, as well as its implementing regulations and guidelines. This means the

researcher will never share the data with anyone.

Transparency. The researcher fully disclosed all official obligations and responsibilities. The research was

carried out to the best of the researcher’s abilities. Any gift, compensation, or other forms of advantage had no

bearing on the author's professional duties and responsibilities. The results and knowledge the researcher gained

from the study were shared with the respondents where a summary of the findings was supplied. In sharing the

study's findings, all respondents were notified.

Furthermore, the research findings were most likely communicated through publications, whether digital

(journal) or hardbound (accessible in the University of Southeastern Philippines library). The results may also

be disclosed if chosen to present this study and participate in research conferences. Still, respondents’ personal

information will be anonymous, and only quantitative data will be released.

Attending academic events such as a research congress is an excellent way to keep up with the latest educational

research and ideas. Supposed that this study may be published in a journal, the researcher will gladly submit it

for accessibility of the wider public.

Qualification of Researcher. The researcher met the fundamental pre-requisites for the graduate school program.

Her Bachelor’s degree from the University of Southern Philippines, specifically the Bachelor of Education, was

relevant and compatible with the Master’s program being pursued. Furthermore, all required admission

documents were submitted and the researcher passed the school’s comprehensive examination allowing her to

begin her thesis writing.

Adequacy of Facilities. No major facilities were used for data gathering since a survey questionnaire was used.

RESULTS AND DISCUSSION

This chapter deals with the presentation, analysis, and interpretation of data. The first part describes the levels

of motivation, computer self-efficacy and teacher quality. The second part presents the relationships between

the independent variables and the dependent variable in this study.

Level of Motivation

Table 1 shows the level of motivation of teachers. It provided the mean, standard deviation, description, and

interpretation of the results of the variables.

Table 1. Overall Level of Motivation of Teachers

Mean

Description

Interpretation

Intrinsic Motivation Ave

4.53

0.40

Very High

The motivation of teachers is always manifested

Extrinsic Motivation Ave

4.53

0.37

Very High

The motivation of teachers is always manifested

Motivation Average

4.53

0.38

Very High

The motivation of teachers is always manifested

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As presented in Table 1, the overall mean level of motivation is 4.53 and the overall standard deviation is 0.35

which is less than one denoting that the respondents have ratings that are practically almost the same.

Intrinsic Motivation. Specifically, examining the intrinsic motivation dimension revealed that its category mean

is 4.53 described as very high which means that this particular category of motivation among teachers is always

manifested. It implies that despite having to face various challenges in the teaching profession, teachers are still

highly motivated because they enjoy their jobs and believe that by doing so, they can aid and educate students

and impact the future of our society.

This finding is in consonance to the study of Scott (2017) where results showed that teachers are intrinsically

motivated because teaching for them is a calling. Additionally, veteran teachers also expressed great enthusiasm

for their work, citing the pleasures of watching a student learn and the students' willingness to learn more as

some of their greatest rewards.

Moreover, this finding supports the study of Kamstra (2020) showing that despite the fact that technological

difficulties and a lack of support have made well-known demotivators—like a decline in high-quality student

interaction—more prominent in the context of education, teachers are still strongly driven by intrinsic factors,

or a sense of fulfillment that comes from within, like their happiness or fulfillment when teaching.

Furthermore, it was revealed in the study of Kamstra (2020) that despite the existence of some eminent

demotivators such as task overload and a lack of management support, which can negatively affect the welfare

and work-life balance teachers still have high intrinsic motivation because while the teaching profession's

altruistic values play a significant role in motivating teachers to teach, this is not the only reason they choose

to pursue this career path and stick with it. Moreover, they are motivated to teach because their vocation enables

them to participate in a lifelong learning process that exposes them to new concepts and intellectual stimulation.

Extrinsic Motivation. Table 1 shows that the level of extrinsic motivation of teachers is very high with a category

mean of 4.53. Results reveal that extrinsic motivation it is always manifested. This also indicates that good

school leadership, as well as, the implementation of policies like teacher training and development, promotion,

salary, remuneration, working conditions, status and participatory decision-making are strategies that increase

teacher motivation. Meanwhile, it also shows that when a school principal takes time to care and communicate

about maintaining high morale among his or her teachers, they feel valued. As a result, they are more likely to

stay focused and motivated in performing their teaching jobs.

Teachers had a very high level of intrinsic motivation when they were given the opportunity to constantly learn

and improve their skills. They also became more productive at work when they were able to establish good

relationship with their students. Additionally, when students attained learning achievement, teachers got a sense

of fulfillment which motivated them to carry on teaching. On the other hand, the teachers had a very high level

of extrinsic motivation when they belong to a school where the principal has a good communication with the

faculty and staff. Aside from that, when the school encourages the teachers to exhibit professionalism in terms

of instruction and evaluation, they become more productive in the life and work of the institution. Moreover,

teaching quality is optimized when the school give strong emphasis on academic excellence wherein teaching

and learning are the primary concerns.

Further, the findings suggest that although the majority of extrinsic factors that contributed to teachers' lack of

motivation were their workload, compensation, shortage of resources, absence of social acknowledgment, and

curriculum constraints as found in the study of Kamstra (2020), teachers in Davao City still have high level of

extrinsic motivation because their school administrators continue to implement policies beneficial to the teachers

as they cope with the challenges of teaching.

This result also supports the study of Naseer and Rafique (2021) which revealed that with the support of

government policies, school administrators experimented ways to complete the approved curriculum of students

within the given time period while adhering to the academic calendar. In other words, effective communication

and good support system which are forms of extrinsic motivators coming from the school leaders, including the

principals in the basic education are provided to the school community. Nonetheless, the assistance provided by

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the school management to the teachers as they do their duty under the additional challenges of a pandemic keeps

them motivated.

Level of Computer Self-Efficacy of Teachers

Table 2 shows the level of computer self-efficacy of teachers. It provided the mean, standard deviation,

description, and interpretation of the results of the variables.

Table 2. Overall Level of Computer Self-Efficacy of Teachers

Mean

Description

Interpretation

Basic Computer Skills

Ave

4.45

0.43

Very High

The computer self-efficacy of teachers is always

evident

Media Related Skills

Ave

4.20

0.58

Very High

The computer self-efficacy of teachers is always

evident

Web-Based Skills Ave

4.14

0.65

Very High

The computer self-efficacy of teachers is always

evident

Computer Self-Efficacy

Average

4.26

0.48

Very High

The computer self-efficacy of teachers is always

evident

The overall mean for computer self-efficacy of teachers is 4.26 described as very high. It means that the

computer self-efficacy of teachers is always evident. On the other hand, the overall standard deviation of .48

indicates a negligible variation of responses of the teachers. Results imply that teachers have grown to believe

that they are capable of managing the responsibilities, problems, and tasks associated with their line of work

using computers because they recognize that it has a significant impact on critical academic outcomes including

kids' academic progress and school success as a whole.

The very high level of computer self-efficacy of teachers affirms the view of Thangarasu and Vincent De Paul

(2014) saying that computer technology is transforming the way educators teach and students learn all over the

world. Since many computer-based innovations have penetrated the teaching and learning processes in the new

communication age, teachers, then, are honing their computer skills to deliver quality teaching in this digital era.

Further, since the Internet can be viewed as a library of free content that can be used in the classroom, teachers

used it to access information and resources to provide a world of knowledge for their students. Teachers also

honed their skills in using word processor such as Microsoft Word and Google Docs to create, edit, format, and

share documents for various purposes such as: crafting their curriculum maps and lesson plans. In addition,

teachers also utilized slide presentation to enhance the instructional sessions that support various learning styles

and clarify concepts through the use of visuals and other multimedia, as well as, spreadsheets to record

attendance, homework assignments and to calculate grades.

In media related skills of the teachers had a very high mean (4.20) which implies that this domain of computer

self-efficacy of teachers was always evident. Teachers also used graphic editors to create resources for online

teaching such as a well-designed eLearning module that guides learners as they study. They also utilized video

editing software to blend images and sounds since it is demonstrated that using brief video snippets promotes

more effective processing and memory retention. Moreover, the teachers had a very high level of web-based

skills which means that this domain of computer self-efficacy of teachers was always evident. Teachers made

use of conferencing software such as Zoom and GoogleMeet for collaboration purposes. Aside from that, when

students were unable to attend classes physically, video conferencing was used to conduct online synchronous

classes so that learning was not hindered with distance. Moreover, teachers employed blogging/vlogging for

educational use such as when they vlog class lectures for students to refer to as needed and for parents to see

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what their children are learning in school.

In contrast to the findings of Jacinto (2017) where it was found that only few teachers are utilizing the benefit of

using computer applications in their profession because they need more comprehensive training to enhance their

computer self-efficacy and literacy, Pozo et al. (2021) argued that the critical global incident generated by the

pandemic enforced most teachers to adopt virtual teaching, in which they had to employ digital technology to

facilitate students learning. Further, the result, reinforces what Barron et al. (2021) stated that pedagogical

adjustments have been adapted where traditional lecturing in-person has now been translated into remote

learning environment where all teaching became mediated by digital technologies.

As a result, as per the findings of Sarfo et al. (2017), teachers who possess a strong sense of computer self-

efficacy are more likely to be capable of utilizing computers in the classroom and to have the perseverance to

overcome obstacles and setbacks that come with using technology to support teaching and learning. As a result,

teachers are encouraged to develop a high level of computer self-efficacy and are more willing to try new things

with computers.

Basic Computer Skills. The basic computer skills category has a mean of 4.45 described as very high which

means that this domain of computer self-efficacy of teachers is always evident. The items in this category are

ranged from 4.19 to 4.68. Notably, the item, using spreadsheet to record data, compute simple calculations and

represent data in the form of tables and graphs were assessed by the teachers with mean rating of 4.19 described

as high. It reveals that it is oftentimes evident while the item, using the internet to search for information and

resources has a mean of 4.68 described as very high which consequently reveals that it is always evident.

This result is acceptable since the Department of Education provides Electronic Class Record templates using

basic features used in a spreadsheet file which allow teachers to input scores for computation of grades consistent

with the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program to reduce

technical difficulty and guarantee sustainability. In order to broaden the scope of learning for their students,

teachers also plan their classes using online resources. With the help of interactive teaching techniques and the

Internet, educators can better address the unique needs of each student and encourage group projects.

Moreover, this finding supports the view of Markauskaite (2007) where performing simple actions common to

many software applications such as using word processor to create, edit and format documents for specific

purposes; activating the internet to search for information and resources; making use of email for

communication; utilizing presentation software for online classroom delivery; and using spreadsheet to capture

information, perform basic computations, and display information as tables and graphs are fundamental skills

considered as core technical skills enabling teachers to facilitate digital instruction.

Media Related Skills. Media related skills category as shown in Table 2 has a mean of 4.20 described as very

high which means that it is always evident. The mean ratings range from 4.00 to 4.31. The item, using graphic

editors to create resources for online teaching has a mean of 4.00 described as high which means it is oftentimes

evident, while the item, using video editing software has a mean of 4.31 described as very high which means

that it is always evident. This result is true since there are several ways that using animation and graphic designs

in the classroom benefits both teachers and students. It not only facilitates learning but also gives teachers the

freedom to employ a range of teaching strategies. To aid in the kids' understanding of the lesson, they can easily

locate an animated movie on the subject and play it for them.

Further, this finding supports the claim of Mateer and Ghent (2018) that traditional methods of teaching and

learning are enhanced by the use of media. This means that teachers have developed good media-related skills

to deliver effective instruction to bind the learning objectives of the course to the students' prior knowledge.

Additionally, teachers employ media to promote students' curiosity in the subject matter, increase information

retention, and engage their students.

Moreover, Sarfo et al. (2017) emphasized that to be effective in this digital age, teachers need to be capable to

demonstrate a variety of crucial and useful media-related abilities including the use of graphic editors to create

resources for online teaching; utilization of video editing software; using website editors, one can construct

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and/or alter web pages; additionally, animation tools can be utilized to produce animations that enhance virtual

learning and guarantee that students have a high-quality education.

Web-Based Skills. The category on web-based skills as shown in Table 2 has a mean of 4.14 described as high

which means, it is oftentimes evident. Notably, the item mean ratings are ranging from 4.06 to 4.19. The item,

blogging/vlogging for educational use has a mean of 4.06 described as high which means, it is oftentimes evident

while the item, using conferencing software for collaboration purposes has a mean of 4.19 described as high

which means, it is oftentimes evident. This result is factual because schools nowadays utilize educational

platforms such as Google Classroom, Google Meet and Zoom which are innovative tools that help schools create

courses, impart knowledge, facilitate communication, encourage student collaboration, evaluate students'

progress, and give more learning resources when needed, and act as a complement to classroom learning

especially for schools which adopted distance education. Further, teachers make usage of teleconferencing

software, such as Zoom and GoogleMeet, to hold live conferences and distant meetings by sending text, video,

and audio while utilizing an Internet connection.

This finding affirms Simon (2015) who noted that although textbooks are an excellent source of reliable

information and readily applicable activities, the content they offer is frequently boring and uninteresting to

students. For this reason, teachers undergo a variety of trainings to improve the specific skills required to use the

World Wide Web, which is essentially an electronic directory stored on various computers across the globe.

Once educators possess these abilities, they may use the educational potential of online resources to increase

student involvement, introduce them to real-world material, and include them in group projects that foster

creativity and critical thinking.

Level of Teaching Quality

Table 3 shows the level of teaching quality of teachers. It provided the mean, standard deviation, description,

and interpretation of the results of the variables.

Table 3. Overall Level of Teaching Quality of Teachers

Mean

Description

Interpretation

Demonstrating a Professional

Body of Knowledge Ave

3.53

0.34

Excellent

The teachers are performing well beyond

the teaching quality standards.

Establishing Inclusive

Learning Environments Ave

3.57

0.34

Excellent

The teachers are performing well beyond

the teaching quality standards.

Fostering Effective

Relationships Ave

3.60

0.34

Excellent

The teachers are performing well beyond

the teaching quality standards.

Engaging in Career-Long

Learning Ave

3.60

0.35

Excellent

The teachers are performing well beyond

the teaching quality standards.

Teaching Quality Average

3.57

0.28

Excellent

The teachers are performing well beyond

the teaching quality standards.

Table 3 shows the teaching quality which recorded an overall mean of 3.57 is described as excellent. The

standard deviation is .28 which is less than one denoting that the respondents have ratings that are practically

almost the same. This implies that teachers perform well beyond the teaching quality. This also discloses that

the public elementary school teachers in Davao City provide excellent teaching quality in various aspects

including demonstrating a professional body of knowledge, establishing inclusive learning environments,

fostering effective relationships and engaging in career-long learning.

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Demonstrating a Professional Body of Knowledge. It shows that the level of demonstrating a professional body

of knowledge has a category mean of 3.53 described as excellent which means the teachers are performing well.

The standard deviation is 0.34 indicating that teachers are doing the best strategies and methods to teaching-

learning.

According to Arshad (2017) teachers have an extensive subject-matter knowledge, effective verbal and

nonverbal communication skills, the ability to finish tasks on time, initiative, the capacity to make wise decisions

in any circumstance, a belief in research, and a cooperative demeanor toward students, coworkers, parents, and

administrators.

The finding is also in consonance to what is stated in the Framework for Teaching (2013) that teachers should

display thorough understanding of the discipline's key ideas and how they connect to one another and to other

fields of study. This also shows that the link to the essential cognitive structures that guarantee student

comprehension is understood, as well as the prerequisite relationships between topics and concepts. Teachers'

lesson plans and methods demonstrate their expertise with the subject, their ability to foresee students, and the

wide range of effective pedagogical techniques included in the curriculum.

Establishing Inclusive Learning Environments. It shows that the level of establishing inclusive learning

environments has a category mean of 3.57 described as excellent which means, the teachers are performing well.

The standard deviation is 0.34.

The result confirms the significance of prioritizing the emotional needs of pupils, as no instructional technique

can be successful if they do not feel safe and understood. Students will feel at ease to come out and speak us

what's on their minds without waiting for you to give them the opportunity to do so if you establish relationships

with them in the classroom. Pupils ought to experience respect and a sense of inclusion in the larger school

community. True learning can occur when you establish a rapport with your students and provide a well-defined

educational framework for advancement (Guest, 2015).

Fostering Effective Relationships. It shows that the level of fostering effective relationships has a category mean

of 3.60 described as excellent which means, the teachers are performing well. The standard deviation is 0.34.

The findings shows that teachers who treat their pupils well and in a way that they expect to be treated themselves

gain popularity with them. Gaining the trust and friendship of students can be facilitated by providing positive

reinforcement, maintaining consistency, grinning, and attending to their concerns (Foley, 2019).

In addition, the result is true since according to Gillepie (2002) that effective teachers are those who can optimize

each student's learning capacity in their class, thus the outcome is accurate. One of the most important

components of successful classroom instruction and student learning is the growth of a teacher-student bond.

Cooperative participation and a sense of school belonging are fostered by positive teacher-student connections.

In an environment free from the fear of failing, students have the confidence to try new things and achieve.

Instructors can help students develop goals and get motivated; students can also ask teachers for help and

direction (Gillespie, 2002).

Moreover, students' anxiety levels might be lowered and their creativity can flourish in a peaceful classroom. It

is important to consider how a student's interactions with their teachers affect their mental health. It is believed

that a support system can lower the likelihood that young people would experience mental illness. When support

and encouragement are needed but may not always be present in the home, teachers can serve as a strong and

effective source (Hattie, 2015).

The significance educators attach to professional learning practices that are contextualized within the classroom

in order to improve the caliber of learning for their pupils. Teachers reported substantially lower practice scores

but much higher values scores for collaborative classroom-based professional learning activities such team

teaching, peer observation and feedback, and joint research and development (Pedder 2006, 2007; Pedder, James,

and MacBeath 2005).

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To raise the caliber of instruction, a teacher should work in partnership with the community, parents, students,

and coworkers. One of the main features of educational environments is collaborative professional learning

among teachers with the goal of enhancing student learning. Pedder and Opfer (2013) and Vangrieken et al.

(2015) highlight that teachers may contribute expertise, critically reflect on their practices, offer collaborative

assistance or feedback from others, and collaboratively construct instructional strategies.

Dela Torre & Olney (2015) explained that positive discipline helps children/students succeed, give them the

information they need to learn and to support their development respects the rights to development and

protection.

With regards to this, teachers should effectively foster effective relationships to students and established learning

that is friendly and motivational as it will demonstrate how the Teaching Quality of the teacher affects the lives

of the learners.

Engaging in Career-Long Learning. It shows that the level of fostering effective relationships has a category

mean of 3.60 described as excellent which means, the teachers are performing well. The standard deviation is

0.34.

The result suggest that teachers should invest in skill learning and strategic activity, recognizing that the idea of

job advancement over time is a characteristic of professionalism. Educators create and adapt unique schooling,

teaching, and learning theories that are guided by experience and action. The educators must recognize their

educational needs and function independently and collaboratively to address professional needs (Carpenter,

2016).

Furthermore, because they live what they teach, educators who pursue lifelong learning create models for

students. Thus, their students are inspired to become lifelong learners. Competent teachers achieve this by

exchanging firsthand accounts of their experiences navigating the educational process. It acknowledges that

people have an innate desire to discover, grow, and learn. It also motivates us to pay attention to the concepts

and objectives that inspire us in order to enhance our own feeling of self-worth and quality of life. In order to

design the future of our communities, lifelong learning is a crucial task that should be taken into consideration

rather than seen as a luxury (EWU, 2018).

Significance of the Relationship Between Motivation Computer Self- Efficacy, and Teaching Quality

Table 4 shows the relationships between motivation, computer self-efficacy, and teaching quality. It shows that

the motivation of teachers has a significant positive relationship with teaching quality with a p-value of .00 that

is less than .05 level of significance (two-tailed) (r = .31, p < .05). It means that as the level of the motivation of

the teachers increases, the teaching quality of the teachers also significantly increases. However, the relationship

between variables is moderately low. Further, when teachers are highly motivated, they develop a driving force

that propels them to take action toward the achievement of organizational goals which in turn intensifies teachers'

willingness to dedicate energy resources to their work.

In the study conducted by Kumari J. and Kumar J. (2023) it revealed that teachers' performance at work is greatly

impacted by both self-determined and non-self-determined motivation as well as factors influencing teachers'

motivation.

Moreover, the study of Hung (2020) concluded that instructors' ability to improve the quality of education

depends heavily on their ability to motivate their students. Enhancing educators' motivation can enhance their

pedagogical efficacy. When educators are highly motivated, they provide high-quality services, perform better,

are more devoted to their work, and assist ensure that education is of a high caliber.

However, as shown in table 4, intrinsic and fostering effective relationships were not significant. This means

that intrinsic motivation is not significantly related or a correlate to the sub-indicator of teaching quality which

is fostering effective relationships. Foley (2019) stated that building strong bonds with their pupils by behaving

in a way that they would like to be behaving, providing positive reinforcement, being dependable, grinning, and

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paying attention to their worries all contribute to instructors becoming well-liked but this does not directly

correlate to teacher’s intrinsic motivation. Even without any bond or teacher-student relationship, intrinsically

motivated teachers can still be possible. This is because intrinsic motivation comes from within; it is when an

individual is motivated to do something because it is internally rewarding. In other words, it provides the

individual with a sense of personal fulfillment (Harney, n.d). In addition, in a similar study conducted by Scott

(2017) in Texas, results showed that teachers are intrinsically motivated because teaching for them is a calling.

They are unconcerned with any recognition or prizes such as medals or work names.

Table 4. Significance of the Relationship of Motivation, Computer Self-Efficacy, and Teaching Quality

Motivation And Teaching Quality

p-value

Remarks

Intrinsic

Intrinsic and Demonstrating a Professional Body of Knowledge

Intrinsic and Establishing Inclusive Learning Environments

Intrinsic and Fostering Effective Relationships

Intrinsic and Engaging in Career-Long Learning

Intrinsic and Teaching Quality Ave

Extrinsic

0.29

0.30

0.17

0.20

0.29

0.00

0.06

0.02

0.00

Significant

Not

Significant

Extrinsic and Demonstrating a Professional Body of Knowledge

Extrinsic and Establishing Inclusive Learning Environments

Extrinsic and Fostering Effective Relationships

Extrinsic and Engaging in Career-Long Learning

Extrinsic and Teaching Quality Ave

Motivation and Teaching Quality Average

0.19

0.30

0.21

0.19

0.31

0.03

0.00

0.02

0.03

0.00

Significant

Computer Self-Efficacy and Teaching Quality

p-value

Remarks

Basic Computer Skills

Basic Computer Skills and Demonstrating a Professional Body of

Knowledge

Basic Computer Skills and Establishing Inclusive Learning Environments

Basic Computer Skills and Fostering Effective Relationships

Basic Computer Skills

and Engaging in Career-Long Learning

Basic Computer Skills and Teaching Quality Ave

Media Related Skills

0.09

0.13

0.12

0.31

0.30

0.33

0.14

0.17

Not Significant

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Media-Related Skills and Demonstrating a Professional Body of

Knowledge

Media-Related Skills and Establishing Inclusive Learning Environments

Media-Related Skills and Fostering Effective Relationships

Media-Related Skills and Engaging in Career-Long Learning

Media Related Skills and Teaching Quality Ave

Web Based Skills

Web Based Skills and Demonstrating a Professional Body of Knowledge

Web Based Skills and Establishing Inclusive Learning Environments

Me Web Based Skills and Fostering Effective Relationships

Web Based Skills and Engaging in Career-Long Learning

Web Based Skills and Teaching Quality Ave

Computer Self-Efficacy and Teaching Quality Average

0.23

0.31

0.21

0.28

0.31

0.29

0.31

0.21

0.31

0.34

0.32

0.00

0.02

0.00

0.01

0.00

Significant

Similarly, the result shows that the relationship between computer self-efficacy and teaching quality is

significant, and positive with a p-value of .00 that is greater than alpha set at .05 (r = .32 p < .05). This means

that if the level of the computer self-efficacy of teachers increases, the teaching quality also significantly

increases. As described by Escalaw (2020), when teachers have confidence in their ability to handle the tasks,

duties, and challenges related with their professional tasks using computers, they become more invested and

more willing to use their computer skills to engage and make an impact on important academic outcomes such

as students' academic achievement and overall school success. Teachers with computer skills want to go more

and go farther in providing a variety of learning possibilities that result in improved learning experiences in this

era of digital education.

Additionally, it was found in the study of Sarfo et al. (2017) that strong computer self-efficacy will make teachers

more adept at utilizing computers in educational settings and more resilient in the face of difficulties and setbacks

while utilizing technology to support teaching and learning. In a similar vein, Ozcelik and Kurt (2007) discovered

in their research that educators who have faith in their computer skills are more inclined to employ the resources

more frequently in the classroom. Thus, when it comes to applying computers in classroom instruction,

instructors' computer self-efficacy is a crucial influencer of their actions, according to Cassidy and Eachus

(2002).

Moreover, according to Enakrire (2024), proficiency in computers has made it easier for lecturers to carry out

their duties, which include creating course materials and modules for the classes they teach, gathering

information from internet sources to write dissertations, and storing and managing data in Word processing,

spreadsheets, presentations, and other applications that are crucial to the teaching-learning process. Computer

skills were crucial for teams as they allowed for exposure to programming languages and apps, proficiency with

online platforms, and usage of social media platforms like Facebook and Twitter for networking and

communication, as well as teleconferencing technologies like Zoom and Webinar.

Further, based on the study of Enkrike (2024) that computer proficiency has impacted lecturers' personal growth

in a variety of ways, as well as their user experience, memory usage, and information storage. It has also made

grading and course material development easier for students, facilitated the delivery of courses and modules

taught in a geometric progression, and supported lecturers who use both synchronous and asynchronous methods

of instruction. The study suggests upskilling lecturers to enhance their computer abilities through continuous use

of modern technology for enhanced and quality services in classroom instruction to suit students' information

demands, based on the findings of Enkrire (2024).

However, as shown in the Table 4, basic computer skills were not significant to teaching quality. This means

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that basic computer skills do not significantly correlate to teaching quality. Even for teachers with low basic

computer skills, teaching quality can still be possible. Teachers having basic computer skills is an advantage,

especially in this digital age but this does not equate to teaching quality.

According to some experts, computer technology has the potential to revolutionize education by acting as a

change agent or a solution (Bhalla and Islamia, 2013). In general, it is accepted that having a rudimentary

understanding of computers can improve instruction and learning (Roschelle et al., 2000) and thus provide

students with a learning experience that other strategies cannot provide (Wellington, 2005). But Hopgood (2022)

argued that technology does not equal innovation that will lead to teaching quality. The source of effective

teaching is the teaching profession itself. Teachers with low basic computer skills can still deliver quality

teaching.

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter highlights the summary of the findings of the study. The conclusions are discussed based on the

relevant findings of the study. The last part discusses doable recommendations that are significant to future

undertaking.

Summary

This section presented the summary of the findings of the study.

1. The motivation of public elementary school teachers got a very high overall rating. Intrinsic motivation had

a very high mean similar to extrinsic motivation which was described as very high as well.

2. The overall mean for computer self-efficacy among public elementary school teachers described as very

high. The indicators, basic computer skills got a very high category mean. On the other hand, the levels of

media-related skills and web-based skills both obtained a high mean respectively.

3. In terms of teaching quality of public elementary school teachers, the overall mean described as excellent.

Findings revealed that indicators which are demonstrating a professional body of knowledge, establishing

inclusive learning environments, fostering effective relationships, and engaging in career-long learning all

got an excellent category mean respectively.

4. The relationship between motivation and teaching quality of public elementary school teachers had a

significant positive relationship with a p-value of .00 that was less than .05 level of significance. This

implies that as the level of the motivation of the teachers increased, their teaching quality also significantly

increased. Similarly, the result shows that the relationship between computer self-efficacy and teaching

quality was significant, and positive with a p-value of .00 that was greater than alpha set at .05. This

indicates that if the level of the computer self-efficacy of teachers increased, the teaching quality also

significantly increased. However, the sub-indicators intrinsic and fostering effective relationships were not

significant. Also, the basic computer skills and teaching quality were not significant. Overall, the combined

influence of the two independent variables, motivation and computer self-efficacy, toward teaching quality

was significant.

Conclusions

The following conclusions were made based on the findings:

1. The public elementary school teachers in Davao City had a very high level of motivation which means that

the motivation of teachers was always manifested.

2. The public elementary school teachers in Davao City had a very high level of computer self-efficacy which

means that the computer self-efficacy of teachers was always evident. Meanwhile, the teachers had a very

high level of basic computer skills which means that this domain of computer self-efficacy of teachers was

always evident.

3. The public elementary school teachers in Davao City had an excellent level of teaching quality which

means that the teachers are performing well beyond the teaching quality. Further, the teachers had an

excellent level in demonstrating a professional body of knowledge, establishing inclusive environments,

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fostering effective relationships and engaging in career-long learning which mean that these dimension of

engagement of the teachers were always observed.

4. There was a positive significant relationship between motivation and teaching quality of public elementary

school teachers in Davao City but no significant relationship was observed in the sub-indicators of

motivation and teaching quality which were intrinsic and fostering effective relationships and in the sub-

indicators of computer self-efficacy and teaching quality which were the basic computer skills. Therefore,

the null hypothesis was rejected except for intrinsic and fostering effective relationships and basic

computer skills.

Recommendations

Based on the conclusions drawn, the following recommendations are suggested:

1. Educational administrators may prioritize effective communication and transparency, provide professional

development opportunities, give recognition and rewards and create challenging and meaningful work.

2. The researcher suggests that teachers may be provided with up-to-date educational technology and efficient

ICT courses regarding the use of common programs such as Word, Excel, PowerPoint, Photoshop, the

Internet and others pertinent to the use of all required digital resources and programs to augment their media-

related skills and web-based skills which they need for the teaching-learning process. In addition, school

managers may give technology plans, in-service training, technical support, suitable digital resources to

enable efficient and effective use of appropriate educational technology. They may also furnish

comprehensive training and implement programs that may enhance teachers’ literacy and skills in computer

applications relevant to the teaching-learning process to maintain excellent teaching quality.

3. School leaders may continue to foster understanding concerning the school’s vision, mission, and goals

during teacher’s orientation at the beginning of the school year. They may also continue to provide trainings

and workshops on different learning strategies that are applicable and effective to the new generation of

learners. They may encourage teachers to incorporate technologies in teaching. Management may keep

monitoring teacher’s teaching practices, encourage open dialogue and transparency in the workplace. The

researcher may also recommend that school leaders practice constant communication, offering timely

responses to both positive workplace behavior and teacher’s issues or concerns.

4. Intrinsic recompenses and extrinsic rewards may be crafted and incorporated in the Human Resource

manual.

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