RATIONAL MOTIVATION AND DYNAMIC SCHOOL PRINCIPLES AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS

This study examined the levels of rational motivation and dynamic school principles among public elementary school teachers in the Caraga District, Division of Davao Oriental. A non-experimental quantitative research design employing the correlational method was used. The respondents consisted of 131 public elementary school teachers selected through universal sampling. Data were analyzed using mean, Pearson r, and regression analysis. The findings revealed that both rational motivation and dynamic school principles among teachers were rated high. Results further showed a significant relationship between rational motivation and dynamic school principles, indicating that teachers who are more rationally motivated tend to demonstrate stronger adherence to dynamic school practices. Moreover, regression analysis confirmed that the domains of rational motivation significantly influence the adoption of dynamic school principles among teachers. Based on these findings, it is recommended that public school teachers be encouraged to participate in symposiums, workshops, and professional growth programs provided by the Department of Education. Such initiatives may enhance teachers’ competencies, foster continuous professional development, and equip them with the necessary skills to improve instructional practices. Ultimately, these efforts can contribute to building teacher capability, enriching student learning opportunities, and strengthening the overall quality of education in public elementary schools. Keywords: Rational Motivation, Dynamic School Principles, Public Elementary Schools, Philippines