Impact of Collaborative Decision-making and Contextual Achievement Motivation on Organizational Upskilling and Reskilling among Public School Teachers

Abstract

A quality education system relies heavily on the competence and skills of its teachers. Acknowledging this, educational leaders and administrators invest in extensive training and professional development programs to equip teachers to excel in their roles. This study assessed the impact of collaborative decision-making and contextual achievement motivation on the organizational upskilling and reskilling of public high school teachers in Davao de Oro. Using multiple regression analysis,115 teachers from eight schools participated in surveys and polls. The research examined the relationship between two independent (predictor) variables and one dependent (criterion) variable. Results indicated that teachers’ collaborative decision-making obtained a mean score of 4.18, categorically described as "High," interpreting the high teaching performance in decision-making. However, the predictive relationship between these variables was weak, explaining the multiple regression of 4.6% of the variance in the dependent variable which underscores the importance of promoting a culture of collaborative decision-making and supporting teachers' achievement motivation. These findings indicate that promoting a culture of collaborative decision-making and supporting teachers' contextual achievement motivation are important in motivating teachers to participate in skill development programs. Therefore, school leaders and policymakers are recommended to provide more opportunities for teacher leadership, empowerment, and autonomy, as well as implement strategies to increase achievement motivation. Further investigation is needed to explore how these elements impact skill development and to assess their influence on student achievement.