WORK Task Motivation, Self-Efficacy, and Teacher Effectiveness in Public Elementary School in Cotabato City DIVISION

Abstract

This study investigated the influence of work task motivation, and self- efficacy on the teacher effectiveness among public elementary school teachers. Adapted and modified were used to gather data to answer the research question asked. Using descriptive and inferential statistics, results showed that the levels of work task motivation, self-efficacy, and teacher effectiveness were very high. The three variables such as work task motivation, self-efficacy and teacher effectiveness had a significant relationship. Further the findings revealed that work task motivation and self-efficacy significantly influenced teacher effectiveness This finding suggests that the synergy between work task motivation and self-efficacy played a crucial role in enhancing teacher performance. It indicated that interventions aimed at improving teacher effectiveness may simultaneously address both motivational factors and teachers’ beliefs in their capabilities. Strengthening these areas together may lead to more substantial improvements in teaching outcomes than targeting each factor independently. The study provides valuable insights for school administrators, policymakers, and educators seeking to develop comprehensive professional development programs that foster teacher growth and effectiveness.