Motivation and Pedagogical Competence of Mother Tongue Teachers among Public Schools in the Philippines

This study was conducted to determine what domains in motivation that significantly influence the pedagogical competence of mother tongue teachers in Cateel District 1 and II, Davao Oriental, Philippines. The study used quantitative, non-experimental research design using correlational technique. The 103 Grade 1 to 3 teachers handling Mother tongue- based multilingual education (MTB-MLE) subject were the respondents of the study. Pearson r and Regression Analysis were used as statistical tools. Moreover, adapted survey questionnaires were used for motivation and pedagogical competence of mother tongue teachers. The result showed that the level of motivation of mother tongue teachers was high, and their level of pedagogical competence was very high. Further, data showed that there was a significant relationship between the motivation and pedagogical competence of mother tongue teachers and that the overall motivation of mother tongue teachers significantly influences their pedagogical competence. In their singular capacities, identified regulation and introjected regulation as constructs of motivation significantly influenced the pedagogical competence of mother tongue teachers. However, the rest like intrinsic motivation, external motivation, and amotivation can also influence the pedagogical competence of mother tongue teachers but with the support of the other indicators. Likewise, between the two domains identified regulation and introjected regulation, the identified regulation is the best predictor of the pedagogical competence of mother tongue teachers in its singular capacity.