Abstract
A high-quality education requires motivated students. Students who are motivated are eager to study and participate in academic pursuits having enough potential to be successful. Teachers, classmates, the lecture material, the learning process, the surroundings, and many other factors can all inspire students. On the other hand, a lack of resources, lack of interest, unmet psychological needs, anxiety, or a negative opinion of the study might demotivate them. This study explores the motivational management practices and strategies employed by Junior High School Science teachers in the classroom. The research is anchored on Abraham Maslow’s Hierarchy of Needs and Howard Gardner’s Theory of Multiple Intelligences. The study adopts a quantitative and translational approach, analyzing the demographic profile of the respondents and their practices in terms of motivational management and strategies utilized in the classroom across different grade levels and branches of Science. Key findings reveal that the majority of respondents are female, aged between 31-40 years, and have 7-15 years of teaching experience. Teachers exhibit strong engagement in safety, ego-related, social, and self-actualization practices, with safety practices receiving the highest ratings. However, physiological practices were the least emphasized. Motivational strategies such as group/teamwork activities, individual quizzes, and laboratory experiments were most commonly employed, while naturalistic and musical strategies were least used. The research concludes that while Science teachers effectively implement motivational strategies in fostering a supportive and engaging classroom environment, there is an opportunity to diversify and improve the use of various strategies.
