SOCIAL Support and Coping Strategies as Predictors of Motivational Orientation among Pre-service TEACHERS

Abstract

This study examined the significant influence of social support and coping strategies on the motivational orientation of pre-service teachers using a quantitative descriptive correlational design. The respondents were Bachelor of Elementary Education (BEED) pre-service teachers from Higher Education Institutions in District 1 of Davao Oriental, identified through a complete enumeration. The researcher collected the research data using the adapted questionnaires, which were validated by a panel of experts. The statistical tools used for analysis were mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression. The study found that pre-service teachers reported high levels of social support, coping strategies, and motivational orientation, indicating strong support systems, frequent use of coping behaviors, and a high degree of academic motivation. While social support showed a weak and nonsignificant relationship with motivational orientation, coping strategies demonstrated a moderate, positive, and significant correlation. Regression analysis confirmed that coping strategies significantly influenced motivational orientation, whereas social support did not.