Teachers’ Motivational Input and Learners’ Behavioral Pattern: An Exploratory Study

The study sought to determine the influence of teachers’ motivational input on learners’ behavioural patterns or problems. The descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, standard deviation, frequency count, and percentages to determine the extent of teachers’ motivational input. Frequency and percentages for learners’ behavioural patterns were used, and Pearson's Product-Moment Correlation was used to assess the significant relationship between learners’ behavioural patterns and teachers’ motivational input. Findings revealed that teachers “always” provide motivational input to learners, and learners rarely exhibit behavioural problems. Teachers’ motivational input denotes negligible correlation to learners’ behavioural patterns. Thus, the null hypothesis was accepted. In summary, it was recommended that teachers continue using affirmative motivation to inspire learners to enhance their interest in constructive learning.