Motivational Skills of The School Principal in Relation to Teachers Attitude and Performance in Can-Untog Elementary School

AUTHOR(S)

JOE-AN ARELA

ABSTRACT

—— This study determined the significant relationship between Motivational Skills of School Principal in relation to Teachers Attitude and performance in Can-untog Elementary School, Ormoc City District 2, Schools Division of Ormoc City. A proposed Instructional Supervisory plan was formulated based on the result of the study. The descriptiveevaluative and correlational method were utilized to determine the relationship between the motivational skills of the School Head to the elementary teachers’ attitude and performance in Can-untog Elementary School. The findings of the study will be the basis for a proposed Instructional Supervisory plan. The relationship Between The motivational skills of School Principal to the teachers’ attitude and performance. The findings of a test looking at the connection between teachers’ attitudes and performance and school principals’ motivational abilities are shown in Table 5. The results show a strong association between these factors, underscoring the critical role that motivational leadership plays in shaping teachers’ attitudes and levels of performance in the classroom. Based from the results in table 4, it shows that in the motivational skills and teachers’ attitude, The correlation coefficient shows a strong positive association between teachers’ attitudes and school principals’ motivational abilities. This implies that positive attitudes among teachers are greatly influenced by the successful motivating techniques displayed by principals, such as encouragement, support, and acknowledgment. Instructors are more likely to display qualities like adaptability, empathy, cooperation, and a dedication to professional development when their principals inspire and motivate them. These optimistic outlooks are essential for fostering cooperation among students and a supportive learning environment in the school community. In the Motivational Skills and Teachers’ Performance, Similarly, the performance of teachers and the motivational abilities of school principals have a substantial positive relationship, Teachers can be inspired to perform at better levels of efficacy and efficiency by principals who possess good motivational skills. This could entail establishing precise guidelines, giving insightful criticism, and offering chances for career advancement. Teachers are more likely to perform admirably in their teaching roles when they feel appreciated and driven, which enhances student results and contributes to the success of the school as a whole. The results in table 4 implies that the vital role that motivational leadership plays in educational environments. The motivational abilities and attitudes of principals have a significant impact on the behavior and attitudes of their teaching staff. Principals have the power to improve teacher morale, job satisfaction, and commitment to the mission and goals of the school by creating a favorable work environment and providing support for professional growth. In the end, these elements lead to a more successful and cohesive school environment where instructors and students can flourish. The results indicate how much school principals’ motivating abilities affect teachers’ attitudes and effectiveness. It is essential that educational leaders give the development and improvement of motivational leadership competencies top priority going forward. This can entail regular professional development for principals, specialized approaches to building a supportive school climate, and continual feedback systems to guarantee teachers’ continued motivation and progress. Schools can increase their ability to provide exceptional instruction and efficiently assist students’ overall development by investing in motivated leadership. Keywords — Motivational Skills School Principal Teacher Attitude Performance