Motivational Skills of School Principal Towards Senior High School Teachers’ Attitude

AUTHOR(S)

LEXTER P. RONA

ABSTRACT

— This study determined the significant relationship between Motivational skills of School Principal towards Senior High School teachers attitude in Western Leyte College, Schools Division of Ormoc City. A proposed Instructional Supervisory plan was formulated based on the result of the study. The descriptive-evaluative and correlational method were utilized to determine the relationship between the motivational skills of the School Head to the SHS teachers’ attitude. Descriptive evaluative and correlational research designs were essential methodologies for examining the relationship between the motivational skills of school principals and the attitudes and performance of senior high school teachers. The test of relationship between Motivational Skills and Work Attitude of Senior High School Teachers, specifically focusing on Personal Attitude and Career Attitude. The computed values of the correlation coefficient (r) and the corresponding t-values were compared to the table value at the 0.05 significance level to determine whether there is a significant relationship between the variables. Both the correlation between Motivational Skills and Personal Attitude and Motivational Skills and Career Attitude yielded computed t-values respectively that were higher than the table value. Based on this, the null hypothesis (Ho) was rejected in both cases, indicating a very strong and significant relationship between the motivational skills of the teachers and their work attitudes, both personal and careerrelated. A closer analysis of the results reveals that there is a strong connection between the teachers’ motivational skills and their personal as well as career attitudes. Specifically, teachers who exhibit high motivational skills—such as adapting instructional materials to meet students’ needs, providing empathetic support, and cooperating effectively with colleagues— also demonstrate strong personal attitudes. This is reflected in their ability to manage personal interactions, maintain confidentiality, and act upon feedback constructively. The strong relationship between motivational skills and career attitudes suggests that teachers who are motivated to improve their instructional practices, stay updated on educational trends, and support school rules are more likely to develop a deep commitment to their profession. These positive correlations suggest that the teachers’ effectiveness in motivating others is inherently linked to their personal and career development. The motivational teachers are—both in terms of their own personal attitudes and their approach to their professional careers—the more likely they are to positively influence their performance and the overall school environment. For school leaders, understanding this relationship can guide the design of professional development programs that emphasize the cultivation of motivational skills, which in turn will enhance teachers’ personal and career attitudes. Furthermore, these results highlight the importance of fostering a work environment where teachers are not only motivated to perform their duties but are also encouraged to reflect on their growth, adapt to changing circumstances, and remain engaged in continuous professional development. Given the strong correlations observed, school administrators should prioritize initiatives that support the enhancement of teachers’ motivation as part of an integrated approach to improving overall school performance. Keywords — Motivational Skills Teacher’s Attitude School Principal