School Heads' Motivational Language and Teachers' Organizational Support in Bangoy District

This study aimed to determine which domains of school head’s motivational language could significantly influence the teacher’s perceived organizational support. The study utilized a descriptive correlational design. A total of 74 teachers in Bangoy District, Davao City Division were identified through tabachnick and fidell formula. The researcher utilized a two adapted questionnaire in the gathering of data. Mean, Pearson r, and multiple linear regression were used as statistical tools of the study. Results revealed on the level of school head’s motivational language was moderate which means that it was sometimes evident. On the other hand, on the level of teacher’s perceived organizational support was moderate, which also means that it was sometimes evident. Moreover, the results revealed that there is a significant relationship between school head’s motivational language and teacher’s perceived organizational support. Thus, the null hypothesis was rejected since the value denotes of having a significant relationship. Lastly, based on the regression analysis, the results revealed that the school head’s motivational language significantly influences teacher’s perceived organizational support. Thus, it was recommended that school heads should consistently apply motivational language strategies by giving clear directions, showing empathy, and reinforcing meaningful goals to inspire and support teachers more effectively.