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Published: 2024-11-28

SCHOOL CLIMATE AND TEAM LEARNING ON WORK TASK MOTIVATION OF ELEMENTARY TEACHERS

School Climate Team Learning Work Task Motivation Elementary Teachers

Abstract

This study investigates the intricate interplay among school climate and team learning on work task motivation among elementary teachers in the Department of Education under Cotabato Division, specifically within Magpet, North Cotabato, during the Academic Year 2022-2023. Employing a correlational-descriptive approach, the study engaged 300 respondents to assess their perceptions of school climate and team learning, as well as their work task motivation. The findings indicate that the teachers exhibit positive views, indicating a favorable school climate, active participation in team learning, and a visible manifestation of work task motivation. The respondents express contentment with their school climate, emphasizing elements such as security, positive relationships, prioritized teaching and learning, and a well-maintained environment. Feeling secure and valued, they note students' eagerness to learn and commend the school's cleanliness. Team learning is affirmed by the respondents, as evidenced by their agreement on indicators such as continuous improvement seeking, dialogue promotion, collaborative learning, and strategic leadership. Two-way communication, teamwork encouragement, and strategies for knowledge acquisition, such as task assignment and sharing, are endorsed. Work task motivation is multifaceted, encompassing intrinsic interest, introjected regulation, external regulation, and amotivation. The teachers find tasks interesting, aim to avoid negative feelings, recognize external demands, but occasionally express a lack of relevance in certain tasks. Conclusively, a correlation is established between school climate and work task motivation, signifying a positive relationship. However, team learning does not show a significant association with work task motivation. This indicates the necessity of creating educational environments that are stimulating and emphasizes the significance of school climate in affecting teachers' perspectives.