RELATIONSHIP BETWEEN TEACHER'S INTRINSIC MOTIVATION AND STUDENT'S INTRINSIC MOTIVATION IN HADJI BUTU SCHOOL OF ARTS AND TRADES

This correlational study examines the relationship between teachers' intrinsic motivation and students' intrinsic motivation at Hadji Butu School of Arts and Trades during the Academic Year 2024–2025. The study employed frequency distribution, weighted mean, standard deviation, and Spearman's rank-order correlation to analyze the data and obtained. This study figured out the following findings: (1) Regarding the demographic profile, the majority of the 56 student-respondents are female and have an overall good academic performance, while the 13 teacher-respondents vary in teaching status, years of service, and gender. (2) Teachers exhibit a high level of intrinsic motivation, with their greatest motivation stemming from the joy of student learning. (3) Students also demonstrate a high level of intrinsic motivation, particularly in recognizing the value of education for personal growth. (4) Correlation analysis indicates a weak and statistically insignificant relationship between teachers' and students' intrinsic motivation. (5) Students' intrinsic motivation has a very weak and statistically insignificant relationship with their academic performance, while teachers' intrinsic motivation is not significantly related to their years of service. (6) This study aligns with Self-Determination Theory, which emphasizes the role of intrinsic motivation in learning and personal growth. The findings highlight the importance of investigating an environment that nurtures intrinsic motivation among both teachers and students. Unfolding these motivational factors can help develop programs that will enhance teaching and learning experience at Hadji Butu School of Arts and Trades.