Abstract
This study explored the motivational techniques of Key Stage 2 (KS2) teachers and their impact on academic performance among KS2 learners in eleven elementary schools and one integrated school in Naawan District, Division of Misamis Oriental, during the School Year 2024-2025. It focused on intrinsic and extrinsic motivational techniques and their effects on academic performance, involving seventy (70) KS2 teachers. The study used a descriptive-correlational research design and purposive sampling, utilizing a questionnaire from Perez and Pulana (2022). Significant findings showed that most respondents were 41-50 years old, predominantly female, married, holding a Teacher I position, with 6-10 years of teaching experience, had gained Master's units, and were handling Grade 4 classes. Intrinsic motivational techniques included valuing tasks for competence, appreciating creativity, raising engagement for achievement, encouraging self-discipline for attitude, and positive reinforcement for physiological factors. Extrinsic techniques included highlighting efforts and progress for rewards, giving a voice for power, enforcing discipline for fear, improving teamwork for competition, and unlocking difficulties for enjoyment. The impact of these techniques on academic achievement was very high. Plantilla position, creativity, and power were key predictors of the impact on academic performance. The study concluded that professional development programs should enhance KS2 teachers' skills in using motivational techniques effectively and recommended implementing the designed action plan.
