Abstract
This study examines the relationship between perceived teacher support, student motivation, and academic achievement among Mathematics 10 students in four medium-sized secondary schools in Tacurong City. Using a descriptive-correlational design and total enumeration sampling, the study assesses the extent of teacher support, student motivation, and academic achievement. Findings reveal that teachers provide strong moral, instructional, emotional, and social support, though improvements are needed in guiding study habits and fostering a sense of belonging. Students show moderate intrinsic motivation, driven by accomplishment and confidence, with slightly higher extrinsic motivation influenced by career goals and recognition. Academic achievement varies, with some schools meeting proficiency levels while others do not. A significant positive relationship exists between teacher support and student motivation, but no significant link is found between teacher support and academic achievement. Similarly, motivation has a weak and insignificant effect on achievement, suggesting that other factors, such as study habits and external influences, play a greater role. These findings emphasize the need for effective instructional strategies, intrinsic motivation development, and structured academic interventions to improve student performance in mathematics.
