Teachers’ Professional Development and Teaching Motivation Towards Organizational Development

This study examined the relationship between teachers’ professional development (TPD), teaching motivation, and organizational development in the Numancia West District, Siargao Islands Division. Using a quantitative descriptive survey design, data were collected from 60 teachers through a validated structured questionnaire covering professional development activities, motivational dimensions, and organizational development indicators. Descriptive statistics, t-tests, ANOVA, and Pearson correlation were used for data analysis. Results revealed that teachers demonstrated high engagement in professional development, with certification programs ranked highest and peer observation lowest. Teachers also showed high motivation, particularly in intrinsic factors, while autonomy scored slightly lower. Organizational development was perceived as highly developed, with leadership and governance receiving the highest ratings and personnel management the lowest. Correlation analysis showed a strong positive relationship between professional development and teaching motivation (r = 0.6896), and between teaching motivation and organizational development (r = 0.7386), while professional development and organizational development had a moderate but significant relationship (r = 0.4823). These findings highlight the interconnected nature of professional growth, motivation, and organizational performance, underscoring the need for integrated policies and leadership practices that foster teacher development, autonomy, and collaborative school cultures. Keywords: Teacher Professional Development; Teaching Motivation; Organizational Development; Self-Determination Theory; Rural Education; Siargao Islands; Quantitative Descriptive Survey