Work Tasks Motivation and Solution-Focused Practices of Public Secondary School Teachers

Abstract

This study examined the significant relationship between work tasks motivation and solution-focused practices among public secondary school teachers in Mati Central District, Division of Mati City. A descriptive-correlational research design was utilized, with a sample of 174 public secondary school teachers in Mati Central District, Division of Mati City. Data were collected through standardized questionnaires and analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that teachers' work tasks motivation and their solution-focused practices were at a high level. Correlation analysis indicated a significant positive relationship between work tasks motivation and solution-focused practices. Furthermore, multiple regression analysis showed that various domains of work tasks motivation significantly influenced teachers’ solution-focused practices. Based on these findings, it is recommended that school administrators may create professional development programs focused on enhancing teachers’ motivation and improving their solution-focused practices further. Providing teachers with targeted training and resources may further enhance their motivation and strengthen their ability to effectively implement solution-focused practices, ultimately fostering improved student learning outcomes and more effective classroom management.