Teachers’ Motivation, Competence, and Collaborative Skill

Abstract

This study examined the levels, differences, and relationships among teachers’ motivation, competence, and collaborative skill across selected profile variables. Using a quantitative descriptive–comparative–correlational design, data were collected from 484 teachers from the 1st, 2nd, and 3rd Congressional Districts. Frequency counts and percentages were used to describe the demographic profile of respondents, while mean and standard deviation determined the levels of teachers’ motivation, competence, and collaborative skill. Analysis of Variance (ANOVA) tested significant differences across profile variables, and Pearson’s r determined the relationships among the three constructs. Results revealed that teachers demonstrated high levels of motivation (M = 4.17), competence (M = 4.20), and collaborative skill (M = 4.20). Significant differences were found in motivation, competence, and collaborative skill when teachers were classified according to rank and position and educational attainment, while no significant differences were observed across age and congressional district. Additionally, teachers’ motivation, competence, and collaborative skill showed significant positive relationships, indicating that higher motivation is associated with stronger competence and collaborative capacity. These findings highlight the importance of professional development, academic advancement, and leadership roles in strengthening teachers’ professional effectiveness and collaborative engagement within schools.