TEACHERS' MOTIVATION AND EFFICACY AS PREDICTORS OF TEACHERS' PERFORMANCE

This study utilized a descriptive-correlational research design to examine how teachers’ motivation and self-efficacy influence their overall job performance among secondary teachers in the Tagum City Division. Adapted survey instruments, which were both validated and tested for reliability, served as the primary data collection tools. Data were analyzed using statistical methods such as the mean, Pearson correlation, and regression analysis. Results revealed that teachers reported high motivation, self-efficacy, and job performance. Moreover, motivation and efficacy were found to have a significant positive relationship with job performance, with their combined effect showing a highly significant influence. Based on these findings, it is recommended that educational institutions and school leaders implement strategic programs to boost teacher motivation and self-efficacy. These may include professional development workshops, mentoring initiatives, and promoting a supportive organizational culture. In addition, establishing regular performance evaluations and feedback systems will help identify areas where educators may need additional guidance and training. Emphasizing work-life balance and fostering a healthy workplace environment can further enhance teacher effectiveness and well-being. Keywords: MAED Educational Management, Teacher Motivation, Teaching Efficacy, Teacher Performance, Secondary Teachers.