MOTIVATIONAL SKILLS OF SCHOOL ADMINISTRATORS TOWARDS PERFORMANCE AND ATTITUDE OF ELEMENTARY TEACHERS

AUTHOR(S)

MARIA VICTORIA B. ALKUINO

ABSTRACT

This study determined the significant relationship between Motivational Skills of School Administrators towards The Performance And Attitude Of Teachers in St. Vincent Learning Center of Baybay, Leyte Inc.. A proposed Instructional Supervisory plan was formulated based on the result of the study. This study utilized the descriptivecorrelational research design investigating the relationship between the motivational skills of school administrators and teachers’ attitudes, effective data collection is crucial. The first step involves developing comprehensive instruments to measure the motivational skills of administrators and the attitudes of teachers. For assessing administrators’ motivational skills, researchers can design a survey or questionnaire that evaluates specific behaviors such as encouragement, recognition, goal setting, and support provided to teachers. The test of relationship between motivational skills, performance, and attitudes of teachers reveals significant and robust correlations, underscoring the interconnectedness of these variables in the educational environment. The computed correlation coefficient between motivational skills and performance, indicating a strong positive relationship. This suggests that higher levels of motivational skills among school administrators are associated with improved performance outcomes for teachers. In a similar vein, the correlation between motivational skills and teacher attitudes yields a coefficient of 0.78, which also reflects a strong relationship. These findings point to the critical role that motivation plays in shaping both performance and attitudes in the educational context. The significance of the relationship between motivational skills and performance aligns with existing literature. When administrators exhibit strong motivational capabilities, they create a conducive environment that fosters teacher engagement, commitment, and ultimately, student success. This reflects the notion that effective leadership is pivotal in inspiring and enhancing teacher performance. In this study, the high correlation emphasizes that when administrators utilize motivational strategies effectively, they contribute to improved instructional quality and better student outcomes. Similarly, the strong correlation between motivational skills and teacher attitudes can be understood through the lens of educational psychology. When school administrators model motivational behaviors, it fosters a positive atmosphere where teachers feel valued and motivated. This, in turn, shapes their attitudes toward their work, encouraging a proactive and committed approach to teaching. The findings from this study reinforce the idea that the motivational climate established by administrators plays a crucial role in shaping the attitudes of teachers, which can have profound implications for the overall school culture. Furthermore, the decision to reject the null hypothesis (Ho) in both cases indicates that the observed relationships are statistically significant. This reinforces the necessity for educational leaders to prioritize the development of their motivational skills. A strong emphasis on fostering motivation not only enhances teacher performance but also cultivates a positive and collaborative work environment. Such an environment is essential for sustaining high levels of teacher engagement, which is directly linked to improved student outcomes. The results implied that the significant relationships identified between motivational skills, performance, and attitudes indicate that educational leaders must actively cultivate their motivational abilities. These findings suggest that professional development programs should focus on enhancing motivational skills among administrators to positively influence teacher performance and attitudes. By prioritizing motivation in leadership practices, schools can foster an environment that promotes excellence in teaching, ultimately benefiting students and the broader educational community. Keywords — Motivational Skills Teacher’s Performance Teacher’s Attitude School Administrator