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Abstract
This research examined the domain of performance-based teaching behavior that best influences motivational climate in colleges and universities. A non-experimental, quantitative study utilizing a descriptive correlational design was conducted with 300 physical education teachers from selected institutions in Davao City. Adapted survey questionnaires assessed performance-based teaching across ten indicators and motivational climate across six indicators. Instruments underwent content validity and reliability testing. Data were analyzed using means, Pearson's r correlation, and multiple regression.Results showed performance-based teaching behaviors were exhibited at a very high level overall. The overall motivational climate was also high. A significant positive relationship was found between performance-based teaching and motivational climate. Furthermore, performance-based teaching positively and significantly influenced motivational climate, although the strength of the influence indicates other unidentified variables likely also impact motivational climate.The domain of performance-based teaching that best influenced motivational climate was monitoring peer/student teaching professionalism, as perceived by teachers. This suggests oversight of peer/student teaching practices is key to fostering motivational environments. Overall, as teachers demonstrate strong knowledge, planning, instruction, assessment, and professional skills, they are more likely to promote student effort, improvement, cooperation, and engagement.These findings highlight the importance of developing teaching competencies to support student motivation. Further research could examine additional factors beyond teaching practices that contribute to motivational climate across various subjects, settings, and stakeholder perspectives.
