Motivational Needs, Instructional Competence and Problem-Solving Skills of Teachers in Relation to Performance: Basis for Training Program

This study examined the motivational needs, instructional competence, and problem-solving skills of teachers in relation to performance in Cluster IV of the Fourth Congressional District of Negros Occidental, covering the municipalities of Pulupandan, Valladolid, San Enrique, and Pontevedra for the School Year 2023–2024. The study utilized standardized questionnaires: Santillan (2002) for motivational needs and Moreno, Silveira, and Belandro (2015) for instructional competence, which were adapted and modified. A research-made instrument was developed to assess problem-solving skills. Out of 359 teachers, 189 participated in the study. Findings showed that teachers demonstrated very high levels of motivational needs and instructional competence, and high levels of problem-solving skills. Their overall performance was rated as very satisfactory. Analysis revealed no significant differences in motivational needs, instructional competence, and problem-solving skills when grouped according to profile variables such as age, gender, and civil status. However, teacher performance significantly differed when grouped by length of service and highest educational attainment. Moreover, there were no significant relationships found between the teachers’ motivational needs, instructional competence, and problem-solving skills in relation to their performance. These findings suggest that while teachers demonstrate strong professional attributes, these alone do not significantly predict their overall performance, indicating the need to explore other contributing factors that influence teacher effectiveness.