Teachers’ Motivation, School Climate, Resource Availability and Professional Satisfaction: Implication for Educational Enhancement

This study examined the relationship among teachers’ motivation, school climate, resource availability, and professional satisfaction in District 7, in one of the school divisions in Negros Island Region, during the school year 2025–2026. A descriptive-correlational research design was employed to determine the strength and direction of the relationships among the independent variables—teachers’ motivation, school climate, and resource availability—and the dependent variable, professional satisfaction. The respondents were public school teachers, with a sample size determined using Yamane’s formula at a 5% margin of error, based on a total population of 316 teachers. Findings revealed that teachers were highly motivated, particularly by intrinsic factors such as personal fulfillment and passion for teaching. A positive school climate, especially strong administrative support, significantly contributed to teacher satisfaction and effectiveness. While resource availability was generally adequate, there was a need to improve technological resources to meet modern educational demands. Furthermore, teachers reported high levels of professional satisfaction, although enhancing work-life balance was identified as necessary for sustaining well-being. The study also found that teachers’ motivation, school climate, and resource availability had significant relationships with professional satisfaction, emphasizing their critical roles in improving teacher performance, retention, and overall educational outcomes.

Keywords: teacher motivation, school climate, resource availability, professional satisfaction, public school teachers, Philippines

Educational Management

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