Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS ISSN(print): 2643-9840, ISSN(online): 2643-9875 Volume 08 Issue 12 December 2025 DOI: 10.47191/ijmra/v8-i12-45, Impact Factor: 8.266 Page No. 6961-6979 IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6961 Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental Katherine D. Salvacion1, Pepa V. Pontillas, PhD2, Gerlinda G. Corpuz, PhD3 1Student, School of Graduate and Professional Studies, PHINMA Cagayan de Oro College 2Faculty, SGPS, PHINMA Cagayan de Oro College 3Faculty, SGPS, PHINMA Cagayan de Oro College ORCID: 0009-0002-7623-3268 ABSTRACT: Motivation and Pedagogical Competence of Teachers are essential factors that influence teachers’ effort, engagement, and overall effectiveness in promoting student learning and achievement. This study aimed to determine the level of motivation and pedagogical competence among public elementary school teachers in Misamis Oriental for the School Year 2024–2025. Specifically, it sought to assess the level of teacher motivation; determine the level of pedagogical competence; and determine the relationship between the two variables. The respondents of the study were 150 public elementary school teachers from the Villanueva District. A descriptive-correlational research design was utilized, employing purposive sampling. Data were gathered using a validated researcher-made questionnaire designed to measure teacher motivation and pedagogical competence. Descriptive statistics, such as frequency, mean, and standard deviation, were used to describe the data, while the Pearson ProductMoment Correlation Coefficient was used to assess the relationship between variables. Findings revealed that teachers exhibited high levels of motivation, with intrinsic motivation as the strongest motivation. They also demonstrated strong pedagogical competence, particularly in creating supportive and safe learning environments. Furthermore, a significant positive relationship was found between motivation and pedagogical competence, with identified regulation emerging as the strongest predictor of teaching effectiveness. It is concluded that cultivating intrinsic motivation enhances teachers’ pedagogical competence and overall instructional quality. It is recommended that schools continue to implement mentorship and coaching programs to sustain teacher motivation and support continuous professional growth. KEYWORDS: teacher motivation, pedagogical competence INTRODUCTION Background of the Study Motivation and pedagogical competency are two crucial elements that significantly impact the quality of teaching and learning. In elementary education, when educators engage with young learners who have varied standards, these characteristics become even more important. Motivation inspires educators to enhance their methodologies, whereas pedagogical competence provides them with the skills necessary for efficient classroom management and the establishment of supportive learning environments. The interplay of these two characteristics directly influences student engagement and learning outcomes. Teachers in the public schools of Villanueva District, Division of Misamis Oriental, face persistent challenges, including significant class numbers, insufficient instructional resources, and continuous curriculum changes. These characteristics may impact their motivation and pedagogical proficiency, thus affecting the quality of education. When desire decreases and competency is limited, students may find it challenging to maintain engagement and attain academic achievement. It highlights the need to study the relationship between motivation and educational ability within the local environment. Numerous studies have emphasized the significance of teacher motivation in enhancing instructional efficacy and student learning outcomes. Ortega and Sumayo (2024) discovered that increased intrinsic motivation corresponds with positive teaching outcomes, but Dorji (2024) highlighted that motivation is influenced by professional development opportunities, salary, workload, and school environment. Pekrun (2021) elucidated that teacher motivation, emotions, and self-regulation are essential for effective education; nevertheless, Bardach and Klassen (2021) observed that data regarding their direct impact on student outcomes is Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6962 inconsistent. Notwithstanding these differences, numerous studies indicate that motivated educators exhibit greater resilience, enhanced dedication, and foster superior learning environments for their students. Pedagogical competency has been extensively examined as a determinant of educational quality. Desmita et al. (2021) and Purnama et al. (2021) characterized pedagogical competence as the educator's capacity to comprehend learner attributes, formulate effective instructional strategies, and implement suitable teaching methodologies. Amaliah et al. (2024) and Mariscal et al. (2023) emphasized that educators frequently have difficulties in developing these competences owing to inadequate training and the necessity of using digital technology in their teaching practices. Montilla et al. (2023) established a correlation between teachers' digital pedagogical competency and students' academic motivation and performance, especially in physical education, but Nurhafizah et al. (2021) discovered no significant relationship between pedagogical competence and mathematical accomplishment. The conflicting outcomes suggest that the influence of competence may differ among disciplines and situations, while its significance in overall teaching efficacy is unequivocal. In the Villanueva District, numerous educators exhibit perseverance and commitment despite the limitations of their working conditions. Their motivation is evident in their commitment to teaching, while their skill is demonstrated by their innovative modification of methods to accommodate student needs. Identifying these qualities while facing current obstacles is essential. Ongoing and focused professional development initiatives can prolong teacher motivation, enhance pedagogical proficiency, and eventually improve the quality of education within the district. Hence, this study aims to investigate the relationship between teacher motivation and pedagogical competency in the public schools of Villanueva District. Understanding this relationship will provide significant insights for educational leaders and policymakers in formulating initiatives that enhance teacher performance and improve educational results. Literature and Related Studies Teacher’s Motivation Motivation is the driving force behind teachers’ engagement in their professional responsibilities, influencing their teaching effectiveness and overall job satisfaction. This framework categorizes motivation along a continuum of self-determination, ranging from intrinsic motivation, where teachers find joy and fulfillment in their work, to amotivation, where they experience disengagement and a lack of purpose. In between these extremes are identified regulation, where teachers recognize the importance of their tasks; introjected regulation, where internal pressures such as guilt or obligation drive their actions; and external regulation, where motivation stems from external rewards or consequences. These are discussed in various studies (Akunne et al., 2023; Farida, 2021; Gorozidis et al., 2021), which utilize the Work Tasks Motivation Scale for Teachers as the tool in determining the levels of motivation of teachers. Understanding these varying levels of motivation is essential in identifying factors that enhance or hinder teacher performance. These studies tried to examine how these motivational types influence teaching effectiveness, job commitment, and student learning outcomes, providing insights that can inform teacher development programs and policy improvements within the education system. According to Corpuz et al. (2023), teacher motivation and teaching styles are critical factors that significantly influence educational outcomes. In their descriptive correlational study involving 200 public elementary and secondary school teachers from the Claveria District of Misamis Oriental, they assessed the levels of teacher motivation and the consistency of their teaching styles. Results indicated that teachers exhibited very high levels of motivation and consistently applied their preferred teaching styles in the classroom. One key finding was that teaching style had a substantial impact on the teachers' fulfillment of their existence, relatedness, and growth needs, as framed by motivation theories. Furthermore, the study revealed a positive correlation between teacher motivation and various demographic characteristics of the respondents. The researchers concluded that educators who emphasize relatedness and adopt an authoritative teaching style are more effective in establishing supportive and productive learning environments. These findings underscore the importance of nurturing specific teaching behaviors and motivational drivers to enhance both teacher performance and student outcomes. A study by Hung (2020) highlights that motivated teachers are more engaged in their work, actively exploring innovative teaching methods and striving for excellence in their instructional practices. Key intrinsic factors, such as a sense of achievement, responsibility, and opportunities for professional growth, significantly boost teaching performance. Extrinsic factors like salary, job security, and working conditions play a vital role in maintaining teachers' commitment to their roles. This suggests that professional development opportunities, including training and workshops, further enhance teachers’ motivation, resulting in improved teaching outcomes. On the other hand, challenges such as large class sizes, frequent evaluations, and a lack of feedback can diminish motivation and adversely affect teaching effectiveness. These insights emphasize the strong link between teachers' Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6963 motivation and teaching success, highlighting the importance of educational institutions adopting strategies that promote both intrinsic and extrinsic motivation to ensure quality education. Intrinsic Motivation Research based on Self-Determination Theory shows that students benefit greatly from intrinsic motivation. However, for students to be genuinely motivated, teachers themselves must also be intrinsically motivated in their work. Studies exploring the factors that positively influence intrinsic (or self-determined) motivation in teachers and teacher candidates suggest that when teachers are intrinsically motivated, their teaching effectiveness, job satisfaction, and commitment to the profession significantly improve. This, in turn, supports ongoing professional development, reduces burnout, and leads to more engaging and effective teaching practices. Intrinsic motivation is more likely to develop and be sustained when teachers feel that their core psychological needs, autonomy, competence, and relatedness, are being met (Uysal, 2023). Intrinsic motivation promotes engagement in educational activities for personal satisfaction and growth, which is essential for both academic achievement and character development. The study by Merdiaty and Sulistiasih (2024) explores the role of teachers as mediators in fostering students' intrinsic motivation, a crucial driver of independent and sustained learning. The findings indicate that teachers play a significant role in enhancing intrinsic motivation by serving as both mediators and motivators. Strategies such as aligning teaching methods with students’ interests, offering emotional and academic support, and cultivating an engaging classroom environment were found to encourage active participation. The study by Bukhari et al. (2021) highlights the key factors influencing the intrinsic motivation of teachers. It reveals that while individual factors, such as gender, qualifications, and experience, do play a role, the work environment is the most significant determinant of intrinsic motivation. Among the environmental factors, interpersonal relationships were found to be the strongest motivator, followed by administrative support, working conditions, promotion opportunities, colleagues’ support, and salary. Additionally, teachers with 6 to 10 years of experience, lower qualifications, and females were found to exhibit higher levels of intrinsic motivation. The findings suggest that school administrations should prioritize strategies that meet teachers' needs, especially for mid-career teachers and those with higher qualifications, to foster a motivating and supportive work environment. Identified Regulation Identified regulation is a form of extrinsic motivation where teachers engage in professional learning because they have internalized the value of the activity, seeing it as meaningful and aligned with their personal goals. Unlike external regulation, which is driven by external rewards or punishment, identified regulation reflects a self-determined motivation where the teacher participates because they recognize the activity's importance for their growth and development. This form of motivation is considered part of autonomous motivation, and it is linked to positive outcomes, as teachers are driven by personal values and meaningful objectives rather than external pressures (Zhang et al., 2021). The study by Guay (2021) explains that identified regulation is a type of autonomous extrinsic motivation. It occurs when individuals recognize and personally identify with the reasons for engaging in a behavior, finding it important or meaningful. Although it is extrinsic, identified regulation is still self-determined because the behavior originates from the individual's values and goals, rather than external pressures or rewards. For example, a teacher might not be intrinsically passionate about a specific teaching method, but they recognize its importance for improving student outcomes or achieving professional growth. Identified regulation in teachers is associated with positive outcomes, such as increased engagement and sustained effort, because the motivation is personally meaningful and aligned with their educational goals. This type of motivation reflects a higher level of selfdetermination, leading to more autonomous involvement in professional learning activities, which is linked to better teaching practices and improved student success. Meanwhile, Manninen et al. (2022) found that Self-Determination theory based instruction had a positive effect on identified regulation, meaning that participants who received Self-Determination theory based interventions were more likely to engage in physical activity because they identified with the importance of the activity, recognizing its personal value or relevance. This suggests that Self-Determination theory based interventions can help participants internalize the value of the activity, aligning it with their personal goals and motivations. Identified regulation is considered an autonomous form of extrinsic motivation, and this result indicates that interventions can effectively foster motivation driven by personal values and long-term goals in the context of organized physical activity. Introjected Regulation The study by Proudfoot (2021) explores how introjected regulation influences teachers' motivations for professional development. The findings suggest that introjected regulation is a significant but complex motivator for teachers' professional growth. This type of motivation, driven by internal pressures such as the desire to meet external expectations or avoid feelings of Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6964 guilt, plays a prominent role in the performative environment many teachers operate within. The study highlights the contemporary relevance of these findings, as introjected regulation remains a key factor influencing teacher motivation in the current educational landscape. Moreover, Bieg et al. (2024) examine introjected regulation within Self-Determination Theory (SDT), highlighting its role in motivation driven by internal approval (self-approval) or external approval (approval from others). It differentiates between positive introjected regulation, motivated by pride and personal values, and negative introjected regulation, driven by guilt or shame. The study proposes a four-dimensional model of introjected regulation, positive introjection, negative introjection, selfapproval, and approval from others, and finds that this model better fits the data compared to simpler models. It also shows that negative introjected regulation and seeking approval from others are negatively associated with subjective vitality, suggesting that these forms of motivation may lower well-being and energy. The findings emphasize the need to distinguish between different types of introjected regulation for a more comprehensive understanding of motivation and its effects on well-being. Extrinsic Motivation A study examines the role of extrinsic motivation in enhancing quality education, focusing on how teachers' motivation contributes to educational outcomes. Recognizing the critical role of teachers in achieving quality education, the research investigates teachers' perceptions of extrinsic motivation and identifies effective ways to motivate them. Murwanashyaka et al. (2024) found that extrinsically motivated teachers are more punctual, well-prepared, disciplined, and engaged in professional activities, all of which contribute to better educational quality. The study identifies three main motivators for teachers: a conducive working environment, salary and allowances, and positive student outcomes. Moreover, there is a critical role of extrinsic motivation in enhancing teacher performance. The findings reveal that while intrinsic motivation (internal factors like personal satisfaction) has little impact on teacher performance, extrinsic motivation, such as rewards, recognition, and financial incentives, has a strong and positive effect. Specifically, the study highlights that the total basic salary package is the most impactful extrinsic motivator for teachers, indicating that financial rewards and incentives significantly influence their effectiveness in the classroom (Olushola & Adewumi, 2021). The study suggests that to achieve robust teacher performance, it is essential to focus on extrinsic motivational strategies, especially improving salary and benefits, to encourage better outcomes in teaching and learning. Furthermore, there is a significant role of extrinsic motivation in shaping teachers' performance and job satisfaction. It identifies 15 extrinsic motivators, including factors such as financial incentives, recognition, and support from administration, that encourage teachers to remain engaged and motivated in their work. However, the study also identifies 32 extrinsic demotivators, such as poor school physical environments, administrative bureaucracy, weak incentives, and the routine of governmental organizations, which act as external barriers that decrease teachers' motivation (Mdookh & Yildirim, 2022) . The findings indicate that extrinsic factors, particularly those related to school conditions and institutional support, have a stronger influence on demotivating teachers than on motivating them. The study emphasizes the need for improving external conditions, such as better financial rewards and a supportive administrative environment. Amotivation The study by Masood et al. (2021) examines the impact of amotivation, the lack of motivation, on significant work behaviors such as workplace deviance and turnover intentions, which are often linked to negative outcomes like emotional exhaustion and burnout. Despite the importance of amotivation, previous organizational behavior research has not focused on its role in influencing work-related behaviors. The study aims to explore how amotivation influences these behaviors and whether certain factors can lessen this impact. The findings show that amotivation acts as an antecedent to both workplace deviance and turnover intentions, meaning that a lack of motivation can lead to negative behaviors like deviating from expected conduct and intending to leave the organization. The study also reveals that this relationship can be weakened by proactive job crafting and high career outcome expectations, suggesting that employees who actively shape their work environment or have positive career outlooks are less likely to engage in deviant behaviors or consider leaving. Moreover, a significant impact of amotivation, or the lack of motivation, on success and retention in various contexts. Amotivation was found to have a negative relationship with important outcomes such as performance, fit with the environment, and overall adjustment. It also revealed that amotivation predicts poorer performance and lower alignment with goals, which in turn affects long-term outcomes, such as retention or continued participation (Norvilitis et al., 2022). These findings suggest that addressing amotivation is crucial for improving overall success and long-term engagement. The results highlight the importance of identifying and reducing amotivation to enhance performance and retention in any setting. Furthermore, Banerjee and Halder (2021) emphasizes the role of amotivation, or the lack of motivation, specifically examining how teacher support impacts this Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6965 phenomenon. It finds that teacher autonomy support, structure, and relatedness support all contribute to reducing amotivation, with teacher structure having the most significant influence. The study highlights that addressing amotivation is just as important as enhancing motivation, suggesting that when teachers provide adequate support in terms of autonomy, clear structure, and emotional connection, they can reduce students' amotivation. This underscores the need for teacher training to equip educators with the skills to create supportive learning environments that minimize amotivation and foster engagement in students. Teachers’ Pedagogical Competence Enhancing the pedagogical competence of teachers is crucial in addressing gaps in theoretical, practical, and methodological aspects of teaching. Strong psychological and pedagogical abilities are just as important for effective teaching in education as subject-matter competence. The development of these competencies, especially in the areas of professional motivation and innovation readiness, presents difficulties for many educators. Because education is a dynamic field, it is essential that teachers get ongoing professional development to provide them with the tools they need to adjust to changing teaching philosophies and techniques (Lukіianchuk et al., 2021). A study by Corpuz et al. (2021) investigated the relationship between teacher self-efficacy and their instructional practices in delivering 21st-century skills. Focusing on 205 Senior High School teachers from private schools in Cagayan de Oro City, the researchers used a descriptive correlational approach to analyze data collected through a survey questionnaire. The findings revealed that while a teacher's highest educational qualification had a significant effect on their teaching practices, demographic factors such as age, sex, and teaching experience did not. The study also concluded that teachers demonstrated a very high level of self-efficacy, particularly in fostering collaboration skills, and this self-efficacy had a significant impact on their teaching practices. While teachers highly emphasized communicating high expectations, the study identified that student-teacher contact was the practice most in need of improvement. The research highlights the critical need for schools to provide targeted professional development to help teachers enhance specific 21st-century skills, ultimately improving student engagement and educational outcomes. Social Regard for Learning Social Regard for learning emphasizes the role of teachers as positive role models and key facilitators in the learning process. It underscores the importance of teachers’ actions, statements, and interactions with students, all of which contribute to creating an environment that supports student growth. Teachers with a deep understanding of how students learn can effectively guide and inspire them, fostering an atmosphere where learning is valued and nurtured. This concept highlights the significant impact teachers have on students' motivation and knowledge acquisition, demonstrating that their influence extends beyond teaching content to shaping students' attitudes toward learning and society (Serrano & Dela Cruz, 2022). The study by Maaño (2024) emphasizes the significance of Social Regard for Learning, highlighting the role of teachers and school heads in fostering a positive and respectful learning environment. Both groups were assessed as competent, with teachers being rated as highly competent in areas such as respecting others and being mindful of their behavior's impact on students. This suggests that teachers not only follow school policies but also serve as effective role models, demonstrating care and respect in their interactions. The findings align with the Department of Education's view that teachers with high social regard for learning contribute to a productive learning atmosphere, shaping student development through their actions and communication. Similarly, the findings by Sappayani (2021) on Social Regard for Learning suggest that teachers in the study demonstrate a strong sense of responsibility, respect, and professionalism in their interactions with students and colleagues. The high ratings in areas such as punctuality, appearance, and being mindful of their conduct’s impact on learners highlight the teachers' commitment to maintaining a positive and respectful learning environment. The slightly lower rating for "Carrying out school procedures and policies" indicates room for improvement in this specific area, but overall, the teachers are highly competent in embodying the principles of social regard for learning. With an overall rating of 3.59 and a percentage of 89.35%, the results reflect that these teachers meet the expectations for social regard and contribute to fostering a supportive, respectful atmosphere that enhances student learning. Learning Environment Cambay and Paglinawan (2024) emphasized the critical role of the learning environment in promoting student engagement. Their study at San Nicolas National High School examined how classroom management strategies and the overall school environment influence students’ active participation. The findings revealed that well-structured classroom activities, clear behavioral expectations, and supportive social and academic settings significantly enhance student involvement. In particular, the Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6966 study highlighted that interactive teaching methods and a positive school climate foster greater engagement and motivation among learners. These results suggest that creating a supportive and well-organized learning environment is essential for encouraging students to actively participate in classroom activities. This aligns with the broader understanding that the quality of the learning environment directly affects students’ academic performance and overall school experience. Teachers' competency plays a role in relation to the learning environment and how it directly affects teacher performance and the quality of education. Teachers' abilities to manage and utilize the learning environment, along with their overall competence, are crucial for achieving effective teaching outcomes (Mulang, 2021). His research found that improving teacher competence, motivation, and the learning environment collectively enhances teacher performance, which in turn positively influences student achievement and education quality. This indicates that teacher competency in creating a conducive learning environment is vital for fostering better student outcomes. In essence, teachers need to be skilled not only in their subject matter but also in adapting the learning space to optimize student learning, as this competence is directly linked to the overall effectiveness of education. However, a study highlights that teachers' competency in evaluation is closely tied to their ability to create and adapt a learning environment that supports effective teaching and learning outcomes. As part of the Merdeka Belajar (Freedom of Learning) concept, teachers are given the freedom to design engaging and independent learning programs, but their success in achieving learning objectives depends on their competence to evaluate those programs effectively. Evaluation is not just about assessing student performance; it involves understanding the learning environment, planning, designing, and implementing strategies that align with the students' needs and goals. Teachers must be skilled in adapting the learning environment based on evaluation results, which includes data processing, reporting, and making adjustments to improve it ( Suttrisno et al., 2022). Diversity of Learners The study by Dacanay (2022) addresses the learners diversity as an area where teachers feel they have room for improvement. While teachers may excel in managing the overall learning environment, they often report being less proficient in effectively responding to the diverse needs of students. This diversity can include differences in learning styles, abilities, backgrounds, and other factors that influence how students engage with the content. Teachers recognize the importance of adapting their teaching methods to accommodate these differences but acknowledge that they need further development in this area. As a result, ongoing professional growth and support are essential to help educators improve their ability to manage learner diversity and create an inclusive learning environment where all students can thrive. However, the diversity of learners is a core element in teachers’ beliefs and self-efficacy in inclusive teaching. Teachers recognize and hold professional beliefs about various aspects of student diversity, including ethnicity, disability, socioeconomic status (SES), and gender and sexuality, which shape their approach to teaching in diverse classrooms. They also feel a strong responsibility to the educational field to create inclusive environments, with a focus on policies and initiatives that specifically support ethnic minority students and students with disabilities (Vantieghem et al.,2023). This emphasizes that teachers' selfefficacy in addressing diversity is reflected in their ability to recognize and respond to students' diverse needs, promote high-quality student interactions, create engaging learning environments, and collaborate effectively with colleagues and parents. Furthermore, Lakkala and Kyrö-Ämmälä (2021) reveal that the diversity of learners is a central consideration in the implementation of Universal Design for Learning, as teachers in heterogeneous classrooms must address the varied needs of their students. The research emphasizes that teachers need specific cognitive and social skills to adapt their teaching strategies to meet the diverse needs of learners. Given that the students in the study were highly heterogeneous, teachers had to collaborate with other professionals and engage with parents to ensure that all students received the support they needed. Additionally, the teachers' personal values, beliefs, and ethics were essential in creating an inclusive learning environment that values diversity. Curriculum The concept of teacher curriculum competence was introduced by Tran and O’Connor (2023), which combines theoretical or formal knowledge with personal, practical knowledge and orientations regarding the curriculum. Teacher curriculum competence involves how teachers interpret and prioritize the curriculum, deciding when and how to introduce specific concepts or skills based on the needs of their students. The study also argues that the process of engaging with the curriculum helps shape and develop teachers' knowledge and orientations. The study is significant as it contributes to conceptualizing teacher curriculum competence in the context of centralized curriculum systems, such as nationally mandated curricula. Moreover, the study by Ruaya et al. (2022) posits that teacher competency is a critical factor in the successful implementation of the Independent Curriculum. Teachers play an essential role in achieving the educational goals set by the curriculum, and their ability to adapt and apply the curriculum effectively is key. The research highlights that teachers must possess the necessary skills and knowledge to guide, motivate, and teach students in ways that meet both the demands of the curriculum Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6967 and the needs of the Industrial Revolution 4.0. As professional educators, teachers are expected to adjust their teaching practices to align with the evolving educational landscape, requiring them to have strong competency in curriculum implementation. This includes not only understanding the curriculum but also being able to adapt it to their students' needs and the broader educational context. Furthermore, teacher competency is essential for the successful implementation of any curriculum. Teachers are expected to employ diverse teaching methods that align with modern, student-centered approaches. However, many teachers face challenges in mastering these methods, which can hinder the effectiveness of the curriculum. The research highlights the importance of professional development and training programs to enhance teachers' skills and competencies, particularly in adapting to new teaching strategies. This underscores that teachers' ability to effectively implement the curriculum is directly linked to their ongoing professional growth and the support they receive through training (Prasetyono et al., 2021). Planning, Assessing and Reporting Teachers’ competency in terms of planning, assessing, and reporting needs improvement, particularly in the area of assessment and reporting, which received the lowest overall mean among the five domains of the Philippine Professional Standards for Teachers. Challenges identified include low parental involvement, such as poor attendance in meetings and home visitations, and the lack of effective communication platforms between parents and teachers. These issues hinder accurate and meaningful assessment and reporting of student progress. While teachers are actively involved in various related activities, as seen in the high score for Plus Factors ( Soreta, 2021). The study suggests a need for targeted support and development programs to strengthen their skills in planning lessons, assessing student performance, and reporting outcomes effectively. The proposed E-C PATHS program aims to address these gaps and enhance teacher competency in these critical areas. However, teachers demonstrate strong competency in planning and assessing student learning. They effectively follow guidelines in preparing lesson plans, curricula, learning materials, and assessment tools. Teachers base their instruction on a deep understanding of subject content and apply scientific thinking relevant to the topics taught. In terms of assessment, teachers measure student performance based on clearly defined learning objectives and conduct various evaluations, including tests on knowledge, skills, and attitudes, after each subject (Barokah et al., 2024). While reporting is not explicitly discussed, the focus on systematic assessment aligned with learning goals implies that teachers are also capable of generating accurate and meaningful reports based on students’ performance. Overall, the study presents teachers as competent in the areas of planning, assessing, and indirectly, reporting, which supports the enhancement of educational quality. Furthermore, teachers demonstrate a moderately high level of competency in assessment and reporting, based on the standards set by the Philippine Professional Standards for Teachers (PPST). While they are generally capable in these areas, the findings also show that competency levels vary depending on teachers’ educational attainment and employment status, suggesting room for improvement. To enhance their skills in planning, assessing, and reporting, the study recommends that teachers participate in ongoing professional development. This continued learning is essential to help teachers improve their instructional practices and become more effective in managing student learning outcomes (Manigbas & De Luna, 2024). Community Linkages Teachers play a vital role in strengthening school-community linkages, serving as key facilitators in identifying and addressing issues among students, parents, and the school. Most teachers perceive existing linkages as very effective, but acknowledge the need for stronger coordination with community leaders to enhance educational outcomes. Teachers are instrumental in planning and implementing programs that benefit both learners and the wider community, reinforcing the idea that successful students contribute to community development. Their active involvement is essential for fostering meaningful and sustained partnerships between the school and its stakeholders (Basibas et al., 2021). Furthermore, the study by Upadhyay and Aleixo (2023) explores a collaborative initiative where teachers and community members, primarily parents, worked together to reshape the teaching and learning experience for students. Unlike traditional topdown approaches, the community members actively influenced the selection of topics and the design of classroom activities, ensuring that lessons were relevant to local contexts and community well-being. The findings revealed that when communities initiate partnerships with teachers, it leads to more meaningful and socially grounded science instruction. Teachers were not only responsive to community input but also demonstrated agency by creating spaces within the classroom that encouraged critical thinking and awareness of social issues, a process referred to as developing students’ critical consciousness. However, the study by Starrett et al. (2020) investigates how teachers’ proximity to their schools and their social connection to rural communities impact the implementation of place-based education and student-teacher relationships in math and science classrooms. The research reveals a key contrast: “homegrown” teachers, those who live and grew up in the local community, excel in building strong student-teacher relationships, likely due to deeper cultural and social ties. Yet, teachers with Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6968 weaker community ties, often commuters, were more effective in delivering place-based education, possibly bringing fresh perspectives or pedagogical strategies. The findings suggest that recruitment strategies for rural educators should not solely prioritize local candidates but also consider how different teacher backgrounds can complement various educational goals in rural settings. Personal Growth and Professional Development Theoretical approaches are the key to understanding the personal and professional development of teachers, emphasizing their multifaceted nature (Kolomiiets, 2021). The study stresses the importance of a teacher’s personal potential, asserting that true development occurs when educators become active agents in their own growth rather than passive recipients. This involves not only mastering academic knowledge but also cultivating self-awareness, reflective practice, and essential life skills. The paper also emphasizes that such development extends beyond formal education and can be pursued through non-formal and informal means, depending on individual needs and preferences. Moreover, Even-Zahav et al. (2022) emphasize that teachers highly value their personal growth and professional development, particularly their aspirations for continuous personal and professional growth, which they view as the most important aspect of their overall well-being. Yet, there is a noticeable disconnect between teachers’ perceptions and the focus of current teacher professional development programs (TPDPs), which largely prioritize student achievement and often overlook or indirectly address teachers' deeper aspirations for growth. While TPDPs may enhance competence and instructional skills, they fail to support the teachers' desire for self-driven, meaningful development and fulfillment within the profession. The study argues that for professional development programs to be truly effective, they must not only foster teaching competence but also address teachers’ personal aspirations, autonomy, and self-realization, as these elements are crucial for sustained professional engagement and well-being. Furthermore, Szumiec (2021) found a significant shift in teachers' roles due to increasing expectations and the evolving demands of the educational landscape. These changes necessitate continuous professional development to improve teacher competence, which directly impacts student achievement. The article also stresses that personal development is an essential component of professional growth, as it profoundly influences teachers' effectiveness and success in their roles. The key conclusion drawn is that teacher professionalism is not only demonstrated through cognitive knowledge but also through personal qualities, including values and emotions. These personal aspects enable teachers to perform their roles consciously, reflectively, and responsibly. THEORETICAL FRAMEWORK This study is anchored on the Self-Determination Theory (SDT) developed by Edward Deci and Richard Ryan in 1985. SelfDetermination theory provides a foundational perspective on understanding teacher motivation by emphasizing that individuals function most effectively when their basic psychological needs for autonomy, competence, and relatedness are met. In educational settings, when teachers feel empowered to make decisions (autonomy), confident in their teaching skills (competence), and connected to their learners and colleagues (relatedness), they tend to exhibit greater engagement, persistence, and effectiveness in the classroom. As such, motivation is a vital factor in shaping how teachers plan, deliver, and assess instruction and how they support student learning. To measure motivation more specifically in the teaching profession, Fernet (2008) developed the Work Task Motivation Scale for Teachers, which categorizes teacher motivation into five types: intrinsic motivation, identified regulation, introjected regulation, extrinsic motivation, and amotivation. Intrinsic motivation is the most self-determined, driven by genuine passion and enjoyment for teaching. Identified regulation refers to the personal importance a teacher places on their work, even if the task is not inherently pleasurable. Introjected regulation involves internal pressures, such as feelings of guilt or obligation. Extrinsic motivation stems from external rewards or pressures, such as recognition or salary, while amotivation is characterized by a lack of intent or meaningful drive to engage in teaching tasks. These motivational types exist on a continuum and reflect varying levels of self-determination, which in turn influence teaching behaviors and effectiveness. Self-Determination Theory has been widely supported by researchers in education. Studies by Brenner (2022), Chiu et al. (2021), Ahmadi et al. (2023), Guay (2022), and Gagné et al. (2022) emphasize its relevance in enhancing teaching quality and professional development. Geduld (2023) underscored that supportive school environments that fulfill teachers’ psychological needs lead to greater motivation and more effective instructional practices. Conversely, when these needs are unmet, particularly in under-resourced schools, teachers may experience reduced motivation and diminished teaching performance. In the Philippine context, Ortega and Sumayo (2024) found that teachers with high levels of intrinsic and identified motivation demonstrated stronger pedagogical competence, including better classroom management, increased learner Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6969 engagement, and more effective instructional delivery. On the other hand, Laurito (2022) reported that amotivation was linked to limited professional growth and lower quality of instruction. These findings align with the core idea of Self-Determination theory that the type and quality of motivation significantly impact teacher behavior and competence. Statement of the Problem This study aimed to determine the motivation and pedagogical competence among elementary school teachers in Select District Schools in Misamis Oriental for the School Year 2025-2026. Specifically, the study sought to answer the following: 1. What is the teacher’s level of motivation in terms of intrinsic motivation, identified regulation, introjected regulation, extrinsic motivation, and amotivation? 2. What is the respondents’ level of pedagogical competence based on social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing and reporting, community linkages, and personal growth and professional development? 3. Is there a significant relationship between the teacher’s motivation and their pedagogical competence? Scope and Limitations This study focused on determining the motivation and pedagogical competence of teachers in selected schools within the Villanueva District, Division of Misamis Oriental, for the School Year 2025–2026. The respondents were the one hundred fifty (150) Public Elementary School Teachers in the schools where this study was conducted. The independent variables were limited only to teacher motivation: intrinsic motivation, identified regulation, introjected regulation, extrinsic motivation, and amotivation. Moreover, the dependent variables were also limited to pedagogical competence, which includes the following domains: social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing and reporting, community linkages, and personal growth and professional development. METHODOLOGY Research Design The study used a descriptive correlational research design combined with content analysis to examine the relationship between teacher motivation and pedagogical competence. This design provided a clear picture of the current situation and helped identify patterns among the variables. It also made it possible to suggest future trends based on present findings. By using this approach, the study was able to explore possible connections between motivation and teaching performance, helping generate questions for future research. The correlational method allowed for the testing of expected relationships and the development of hypotheses. To gather data, a survey questionnaire was used to measure the levels of teacher motivation and their teaching skills. This method made it easier to collect and analyze information from a large group of respondents. The research design was guided by the ideas of Creswell (2018), a well-known expert in educational research. In his book Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Creswell explained the value of using correlational studies to describe relationships between variables and to predict possible outcomes. His work supported the study’s use of this method to gain deeper insights into teacher effectiveness. Study Setting The study was conducted in Villanueva District Schools, Division of Misamis Oriental, specifically: Balacanas Elementary School, Dayawan Elementary School, Don Fernando Jacinto Elementary School, Kalingagan Elementary School, Kimaya Integrated School, Kirahon Elementary School, Looc Elementary School, Lukong Integrated School, Nangka Elementary School, and Vicente N. Chaves Memorial Central School. It was a dynamic and progressive educational institution under the Department of Education (DepEd) Region X - Northern Mindanao. It was responsible for providing quality basic education to learners across the municipality, ensuring access to inclusive, equitable, and relevant learning opportunities. The Municipality of Villanueva is a first-class municipality east of Cagayan de Oro City, bounded on the north by the Municipality of Jasaan, south by the Municipality of Tagoloan, east by the Municipality of Claveria, and on the west by Macajalar Bay. The municipality occupies a total land area of 5,222.5 hectares. Approximately 1,790 hectares or 34.27% of the total land area is within the PHIVIDEC Industrial Estate but still under the political jurisdiction of the municipality. Villanueva’s Economic opportunities are also engaged in fishing, and with terrain gently rising from its plains, Villanueva is also rich in prime agricultural products. Long before the Spanish colonization, the place was originally named “Bongloy” by the natives, called the Magahats, because of the three gigantic Bongloy trees that grew in the place where the Catholic church and town plaza stand today. Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6976 or value in their roles, they were less likely to invest time and effort in planning, instruction, and professional growth. This absence of motivation diminished their ability to effectively address diverse learner needs and maintain a positive learning environment. Consequently, their overall pedagogical competence suffered. This means that the lack of motivation was a serious barrier to effective teaching and professional development. When teachers felt disconnected or unmotivated, it had a negative impact on their performance and the learning experiences of their students. As observed, addressing amotivation was essential for improving educational quality and teacher satisfaction. This finding aligned with Masood et al. (2021), Norvilitis et al. (2022), and Banerjee and Halder (2021), whose research demonstrated how amotivation led to negative work behaviors, decreased performance, and reduced engagement, emphasizing the need for teacher support systems that addressed and reduced amotivation to enhance teaching effectiveness. CONCLUSION The results revealed that teachers in Villanueva District generally exhibit high levels of motivation, with intrinsic motivation serving as the most significant driver, and demonstrate strong pedagogical competence, particularly in creating supportive learning environments that encourage student engagement and maintain respectful, safe classrooms. The null hypothesis, which states that there is no significant relationship between teachers’ motivation and their pedagogical competence, is rejected. Predominantly, intrinsic motivation, identified regulation, and extrinsic motivation were found to have significant relationships with teaching effectiveness, while areas such as community linkages suggest potential for further improvement. Therefore, teachers, regardless of their current motivational levels, should continue to cultivate intrinsic motivation and align personal values with professional practice, because by understanding the importance of motivation in teaching, they would be more equipped to enhance instructional quality, strengthen classroom engagement, and improve learning outcomes. RECOMMENDATIONS Based on the findings of this study, the following recommendations are proposed to address teacher amotivation and strengthen community linkages in schools: 1. School heads should implement targeted mentorship and coaching programs to support teachers who show signs of amotivation, providing regular feedback and recognition to reinforce purpose and engagement. They can also organize workshops that help teachers reconnect with the intrinsic value of their work, fostering personal fulfillment and professional identity. Additionally, school leaders should monitor teacher well-being and motivation levels to ensure timely interventions and sustained commitment. 2. To strengthen community linkages, school heads should actively facilitate partnerships with parents, local organizations, and stakeholders, creating structured opportunities for collaboration and involvement in school activities. They can develop community engagement plans that integrate stakeholders’ input into educational programs, ensuring meaningful participation. Regular evaluation and feedback from these partnerships can help identify gaps and improve the effectiveness of school-community interactions. 3. Teachers should proactively engage in community outreach initiatives, building relationships with parents and local organizations to enrich students’ learning experiences. They can participate in training sessions that enhance skills in stakeholder communication and collaborative project implementation. By recognizing the value of community involvement, teachers can foster inclusive education and contribute to a more supportive learning environment. REFERENCES 1) Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J., ... & Lonsdale, C. (2023). A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. Journal of Educational Psychology, 115(8), 1158–1176. 2) Akunne, L. I., Nwadinobi, V. N., Mokwelu, O. B., & Ezeokafor, S. C. (2023). The Relationship between Teacher’s Motivation and their Job Satisfaction in Secondary Schools in Onitsh Education Zone, Anambra State, Nigeria. Asian Journal of Education and Social Studies, 42(1), 31–38. 3) Banerjee, R., & Halder, S. (2021). Amotivation and influence of teacher support dimensions: A self-determination theory approach. Heliyon, 7(7), e07410. 4) Bardach, L., & Klassen, R. M. (2021). Teacher motivation and student outcomes: Searching for the signal. Educational Psychologist, 56(4), 283–297. Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6977 5) Barokah, A., Makruf, I., & Sukardi, I. (2024). Professional competence of Arabic teachers in education management. International Journal of Arabic Language Teaching, 6(01), 109-118. 6) Basibas, A. T., Fabiosa, A. R., Aconga, M. M. G., & Tentativa, J. R. (2021). Strengthening community linkages: Basis for an intervention program. Journal of Scientific Research and Reports, 48–59. 7) Bieg, S., Thomas, A. E., Spreitzer, C., & Müller, F. H. (2024). Exploring the complexity of introjected regulation in SelfDetermination Theory. International Journal of Teaching and Learning Sciences, 2024(15) 1–10. 8) Biggs, D. P., Mallinson-Howard, S. H., Jowett, G. E., & Hall, H. K. (2022). Perfectionism and Exercise Dependence: the Role of Basic Psychological Needs and Introjected Regulation. International Journal of Mental Health and Addiction, 22(3), 1568–1581. 9) Brenner, C. A. (2022). Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices. Smart Learning Environments, 9(3), 1-14. 10) Bukhari, S. G. A. S., Jamali, S. G., Larik, A. R., & Chang, M. S. (2021). Fostering intrinsic motivation among teachers: Importance of work environment and individual differences. International Journal of School & Educational Psychology, 11(1), 1–19. 11) Chiu, T. K., Sun, J. C. Y., & Ismailov, M. (2022). Investigating the relationship of technology learning support to digital literacy from the perspective of self-determination theory. Educational Psychology, 42(10), 1263-1282. 12) Christodoulidis, T., Tzioumakis, Y. S., Gorozidis, G. S., & Papaioannou, A. G. (2022). Teachers’ self-determined motivation in relation to non-teaching work tasks. European Journal of Education Studies, 9(12), 309-331. 13) Collie, R. J. (2023). Teachers’ work motivation: Examining perceived leadership practices and salient outcomes. Teaching and Teacher Education, 135, 104348. 14) Corpuz, G., et al. (2025). Motivation and teaching styles among teachers in Claveria District, Misamis Oriental. American Journal of Multidisciplinary Research and Innovation (AJMRI), Volume 4 (Issue 2),18-33. 15) Corpuz, G., et al. (2021). Self-efficacy and practices in teaching 21st century skills. International Journal of Scientific & Engineering Research, 12(6), 124-135. 16) Dacanay, D. G. (2024). Teaching competencies of English teachers. International Journal of Science and Research (IJSR), 13(3), 377–383. 17) Desmita, Y., Suarman, S., & Gimin, G. (2021). Pedagogic and professional competencies of social science subject teachers in relation to motivation and learning achievement. Journal of Educational Sciences, 5(1), 188-197. 18) Dorji, T. (2024). Teacher Motivation and Factors Affecting Teachers’ Motivation under Chhukha Dzongkhag. Journal of Humanities and Education Development, 6(4), 1–12. 19) Even-Zahav, A., Widder, M., & Hazzan, O. (2022). From teacher professional development to teacher personal-professional growth: the case of expert STEM teachers. Teacher Development, 26(3), 299–316. 20) Farida, N. (2021). Fungsi dan Aplikasi Motivasi dalam Pembelajaran. Education and Learning Journal, 6(2), 118-125. 21) Prasetyono, H., Abdillah, A., Djuhartono, T., Ramdayana, I. P., & Desnaranti, L. (2021). Improvement of Teacher's Professional Competency in Strengthening Learning Methods to Maximize Curriculum Implementation. International Journal of Evaluation and Research in Education, 10(2), 720-727. 22) Gagné, M., Parker, S. K., Griffin, M. A., Dunlop, P. D., Knight, C., Klonek, F. E., & Parent-Rocheleau, X. (2022). Understanding and shaping the future of work with self-determination theory. Nature Reviews Psychology, 1(7), 378-392. 23) Geduld, B. (2023). A Self-Determination Theory Perspective of Teacher Motivation and Self-Directed Learning Skills to Enhance Academic Performance in Selected Lower Quintile Primary Schools. African Perspectives of Research in Teaching and Learning, 7(1), 50-63. 24) Gorozidis, G. S., Papaioannou, A. G., & Christodoulidis, T. (2021). Measuring teacher perceptions of their task-initiated achievement goals. International Journal of Educational Research, 110, 101866. 25) Guay, F. (2021). Applying self-determination theory to education: Regulations types, psychological needs, and autonomy supporting behaviors. Canadian Journal of School Psychology, 37(1), 75-92. 26) Hung, L. N. Q. (2020). Teachers’ motivation and its influence on quality education: A study at a center for foreign languages in Vietnam. Can Tho University Journal of Science, 12(3), 17–26. 27) Kolomiiets, N. (2021). Personal and professional development of a teacher: concept and content. Collection of Scientific Papers of Uman State Pedagogical University, 4, 72–79. 28) Lackney, J. A. (2008). Teacher environmental competence in elementary school environments. Children Youth and Environments, 18(2), 133–159. Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6978 29) Lakkala, S., & Kyrö-Ämmälä, O. (2021). Teaching for Diversity with UDL: Analysing Teacher Competence. In Inclusive learning and educational equity (pp. 241–277). 30) Laurito, G. G. (2022). Teaching Reading Competence of Teachers And Performance of Pupils in English in Blended Learning. International Journal of Advanced Multidisciplinary Studies, 2(6), 71-82. 31) Maaño, S. (2024). The teacher’s competency in teaching to public elementary school learners at Mulanay District II, Quezon Province in relation to their individual performance commitment rating (IPCR): basis for a development program. Psychology And Education: A Multidisciplinary Journal, 8(1), 1-13. 32) Manigbas, J. I., & De Luna, Y. V. V. (2024). Competency of senior high school teachers in assessment and reporting in Goa District, Philippines. International Journal of Business Law and Education, 5(2), 1494–1505. 33) Manninen, M., Dishman, R., Hwang, Y., Magrum, E., Deng, Y., & Yli-Piipari, S. (2022). Self-determination theory based instructional interventions and motivational regulations in organized physical activity: A systematic review and multivariate meta-analysis. Psychology of Sport and Exercise, 62, 102248. 34) Masood, H., Karakowsky, L., & Podolsky, M. (2021). The impact of job crafting and career expectations on the dysfunctional outcomes of amotivation. Academy of Management Proceedings, 2021(1), 13479. 35) Mdookh, W., & Yildirim, İ. (2022). Öğretmenlerin Motivasyonunu Arttıran ve Azaltan Faktörler: Gazze Örneği. Bartın University Journal of Faculty of Education, 12(1), 167–179. 36) Merdiaty, N., & Sulistiasih, S. (2024). Empowering Learning: The mediating role of teachers in enhancing students’ intrinsic motivation. AL-ISHLAH Jurnal Pendidikan, 16(4), 5163–5172. 37) Montilla, V. R., Rodriguez, R., Aliazas, J. V. C., & Gimpaya, R. (2023). Teachers’ pedagogical digital competence as relevant factors on academic motivation and performance in physical education. International Journal of Scientific and Management Research, 6(6), 45–58. 38) Mulang, H. (2021). The effect of competences, work motivation, learning environment on human resource performance. Golden Ratio of Human Resource Management, 1(2), 84–93. 39) Murwanashyaka, P., Bikorimana, D., Berabose, V., Tuyishimire, L., Turatsinze, J. B., & Tuyizere, G. (2024). Teachers’ Extrinsic Motivation on Quality Education in Nyamasheke District, Rwanda. East African Journal of Education Studies, 7(1), 377– 388. 40) Norvilitis, J. M., Reid, H. M., & O’Quin, K. (2022). Amotivation: a key predictor of college GPA, college match, and FirstYear retention. International Journal of Educational Psychology, 11(3), 314–338. 41) Nurhafizah, N., Sripatmi, S., Subarinah, S., & Hayati, L. (2021). Pengaruh Kompetensi Pedagogik Guru Terhadap Motivasi dan Prestasi Belajar Matematika Siswa. Griya Journal of Mathematics Education and Application, 1(1), 1–10. 42) Olushola, A. A., & Adewumi, S. A. (2021). The impact of intrinsic and extrinsic motivation on teachers’ performance: evidence from selected TVET colleges in Lagos, Nigeria. Eurasian Journal of Social Sciences, 9(3), 176–188. 43) Ortega, W., & Sumayo, G. (2024). Public elementary teachers’ motivation and pedagogical competence in teaching nonreaders: A correlational study. Journal of Interdisciplinary Perspectives, 2(4), 60-67. 44) Pekrun, R. (2021). Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable. Educational Psychologist, 56(4), 312–322. 45) Proudfoot, K. (2022). Introjected regulation in teachers’ professional development motivations. Teachers and Teaching, 28(8), 1021–1034. 46) Ruaya, P. P., Kang, H. X., Reader, S., & Hidayat, T. (2022). Role of teacher competence to implement the independent curriculum. International Journal of Science Education and Cultural Studies, 1(2), 94–108. 47) Sappayani, S. Teacher Competencies od Islamic Education in Zamboanga, Philippines (Case Study at Asia Academic School) (Master's thesis, Jakarta: FITK UIN Syarif Hidayatullah Jakarta). 48) Sele, Y., & Sila, V. U. R. (2022). Problematika Kompetensi Pedagogik Guru dalam Pembelajaran. Biocaster Jurnal Kajian Biologi, 2(4), 225–230. 49) Serrano, J., & Dela Cruz, L. (2022). National competency based-teacher standard as percieved by the senior high school students of state universities colleges. European Online Journal of Natural and Social Sciences, 11(1), 176–189. 50) Soreta, J. C. (2021). Empowering Competence through Performance Awareness of Teachers and Stakeholders (E-C PATHS): A Development Program. Journal of Innovations in Teaching and Learning, 1(2), 97–106. 51) Starrett, A., Yow, J., Lotter, C., Irvin, M. J., & Adams, P. (2020). Teachers connecting with rural students and places: A mixed methods analysis. Teaching and Teacher Education, 97, 103231. Motivation and Pedagogical Competence of Teachers in Select District Schools in Misamis Oriental IJMRA, Volume 08 Issue 12 December 2025 www.ijmra.in Page 6979 52) Sudjono, S. (2022). Work Stress Mediates Motivation and Discipline on Teacher Performance: Evidence Work from Home Policy. Journal of Educational and Social Research, 12(3), 80-89. 53) Suttrisno, S., Yulia, N. M., & Fithriyah, D. N. (2022). Mengembangkan kompetensi guru dalam melaksanakan evaluasi pembelajaran di era Merdeka Belajar. ZAHRA Research and Tought Elementary School of Islam Journal, 3(1), 52–60. 54) Szumiec, M. (2021). Rozwój kompetencji osobowościowych jako istotny element rozwoju zawodowego nauczyciela. Annales Universitatis Mariae Curie-Skłodowska Sectio J – Paedagogia-Psychologia, 34(1), 9. 55) Tran, D., & O’Connor, B. R. (2023). Teacher curriculum competence: how teachers act in curriculum making. Journal of Curriculum Studies, 56(1), 1–16. 56) Upadhyay, B., & Aleixo, M. B. (2023). Community-Initiated Science for Transformative Teaching. Journal of Science Teacher Education, 34(5), 443–457. 57) Uysal, D. (2023). Intrinsic motivation of teachers and teacher candidates and suggestions to increase their intrinsic motivation. Language Teaching and Educational Research, 6(2), 176–198. 58) Vantieghem, W., Roose, I., Goosen, K., Schelfhout, W., & Van Avermaet, P. (2023). Education for all in action: Measuring teachers’ competences for inclusive education. PLoS ONE, 18(11), e0291033. 59) Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching International Research and Pedagogy, 47(5), 714–731. 60) Zewude, G., & Hercz, M. (2023). Does work task motivation mediate the relationship between psychological capital and teacher well-being? Psihologija, 57(2), 129–153.