Abstract
This study explores the motivation and involvement of teachers in school-based decision-making at Valencia Colleges Incorporated (VCI), seeking to understand whether engagement and motivation are related. It addresses questions about teachers’ profiles, including age, gender, civil status, and educational attainment, and examines the levels of engagement and motivation in decision-making activities. The study also tests the hypothesis that no significant relationship exists between teachers' motivation and their engagement in school-based decision-making. Using a descriptive correlational research design, data were collected from 70 teachers at Valencia Colleges (Bukidnon), Inc. through a 5-point Likert scale that measured their motivation and engagement levels. Statistical tools, including frequency counts, percentages, means, standard deviation, and Pearson Product-Moment Correlation, were applied to analyze the data. Findings show that most teachers are in their early adulthood (22-34 years), predominantly female, and either single or married. The majority hold master’s degrees or units towards one, reflecting a commitment to professional growth. The study reveals high levels of teacher engagement and motivation in school-based decision-making, with a significant positive relationship between these two factors. This suggests that increased motivation correlates with greater teacher engagement in decision-making processes, supporting the idea that motivated teachers are more actively involved in contributing to school management and leadership practices at Valencia Colleges (Bukidnon), Inc. Overall, the study concludes that the teacher demographic at Valencia Colleges (Bukidnon), Inc is mostly young, female, and pursuing advanced education, which likely contributes to their strong participation and enthusiasm for decision-making within the institution. This engagement and motivation play an important role in school leadership and management.
