Instructional Competence, Autonomy, and Relatedness as Predictors of Teaching Motivation among Teachers in Private Elementary Schools

Abstract

Globally, teacher motivation remains a challenge. This study determined the significance of instructional competence, autonomy, and relatedness as predictors of teacher motivation. Utilizing a descriptive-correlational predictive approach, involving the entire population of 159 private elementary teachers using a total enumeration sampling technique yielded results that the predictive model for teaching motivation (MT = -0.242 + 0.073x1 + 0.316x2 + 0.663x3) is significant supporting the Self Determination Theory. Further research is recommended to examine additional variables that may explain the remaining 33.8% of variance in teaching motivation not accounted for by this study’s predictors. Qualitative research may also be conducted to identify themes that could inform and support future investigations.