An Analysis of School Administrators’ Motivational Approaches in Educational Leadership

Abstract

The main focus of the study was to determine the extent of motivational approaches of the school administrators in terms of Shared Decision-Making, Goal Setting, and Professional Development. Utilizing non-experimental quantitative research approach and a descriptive correlational design. Quantitative research is defined as a systematic investigation of phenomena by gathering quantifiable data and performing statistical, mathematical, or computational techniques. Descriptive research is defined as a research method that describes the characteristics of the population or phenomenon that is being studied. The study is conducted in Sulop District, located in the Municipality of Sulop, a 3rd class municipality in Davao del Sur. Approximately 17 kilometers from Digos City, the provincial capital, and lies midway between two major growth centers in Mindanao: Davao City (Region XI) and General Santos City (Region XII) during the second semester of school year 2020 - 2021. Convenience sampling was used, involving 100 voluntary teacher participants with informed consent. A validated researcher-made questionnaire with a five-point Likert scale was utilized. Necessary approvals were secured prior to data collection through questionnaire distribution. Data were analyzed using mean and Pearson correlation to determine the extent of practices and relationships between variables. The results showed that school administrators’ motivational approaches were consistently rated using Likert Scale as “often” in shared decision-making (4.02), goal setting (4.05), and professional development (4.10). The study fills the gap in which the data were analyzed using mean and Pearson correlation to determine the extent of practices and relationships between variables. The results showed that school administrators’ motivational approaches were consistently rated using Likert Scale as “often” in shared decision-making (4.02), goal setting (4.05), and professional development (4.10). The findings lead to the conclusion that school administrators frequently practice motivational approaches in educational leadership, particularly in shared decision-making, goal setting, and professional development. This indicates that such strategies are consistently implemented and play a significant role in fostering a supportive and effective school environment.