Influence of Behavioral Attributes on Teachers' Performance: Implications for Intervention

This study aims to investigate how the behavioral attributes of school administrators influence teachers' performance and to identify potential interventions to enhance this relationship in Tangcal District, Division of Lanao del Norte, during the 2022-2023 school year. A descriptive-correlation research design was employed to assess the combined contribution of motivational needs and work values in explaining teachers' work performance. The study involved teachers from Tangcal District who reported on their motivational needs, work values, and work performance. The data were analyzed to determine the coefficient of multiple determinations. The study revealed that teachers exhibit high levels of various motivational needs and work values and report very satisfactory work performance. However, the coefficient of multiple determinations was 0.221, indicating that the predictability of these correlates is only 22.10%. This value, though statistically significant, is relatively low, leaving 77.90% of the variation in work performance unexplained. Additionally, there was no significant correlation between teachers' work performance and their motivational needs or work values, individually or in combination. The findings suggest that while teachers in the sample exhibit high levels of motivation needs, work values, and satisfactory work performance, these factors do not significantly predict job performance. The low predictability indicates that other important variables not considered in this study may play a more significant role in determining teachers' job performance. Future research should focus on identifying these factors to understand better and enhance teacher performance.