TEACHERS' WORK TASK MOTIVATION, SELF-EFFICACY, AND EFFECTIVENESS: BASIS FOR PROFESSIONAL DEVELOPMENT PROGRAM

This descriptive study examined the connections between work task motivation, self-efficacy, and effectiveness among K-12 teachers in a city in the Philippines. A sample of 426 teachers was drawn from a larger pool of 1,424 Basic Education Teachers using stratified non-proportional allocation sampling during the 2023-2024 school year. Data collection involved a modified questionnaire that evaluated work task motivation, self-efficacy, and effectiveness. The instruments used for data collection were subjected to reliability testing to ensure their accuracy and consistency. Findings indicated that most respondents were female with a Master's degree, teaching in elementary schools with 10 years or less of experience. They demonstrated high motivation in various responsibilities, including class preparation and student evaluation. Respondents also reported strong self-efficacy in executing teaching duties, such as adapting instruction and maintaining discipline, and were effective in subject knowledge, assessment, and communication. Notably, differences in work task motivation and self-efficacy were observed based on sex and years of teaching experience, particularly in tasks related to assessment and class preparation. The study found significant relationships between work tasks motivation, self-efficacy, and teacher effectiveness. Based on these assessments and relationships, a professional development program for Basic Education Teachers in Lipa City is proposed to enhance these key variables, aiming to improve teaching performance and educational outcomes.