Motivational Climate in Colleges and Universities as a Function of Performance-Based Teaching Behavior Among Physical Education Teachers
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 16, Issue 8
Abstract
This research examined the domain of performance-based teaching behavior that best influences motivational climate in colleges and universities. A non-experimental, quantitative study utilizing a descriptive correlational design was conducted with 300 physical education teachers from selected institutions in Davao City. Adapted survey questionnaires assessed performance-based teaching across ten indicators and motivational climate across six indicators. Instruments underwent content validity and reliability testing. Data were analyzed using means, Pearson's r correlation, and multiple regression.Results showed performance-based teaching behaviors were exhibited at a very high level overall. The overall motivational climate was also high. A significant positive relationship was found between performance-based teaching and motivational climate. Furthermore, performance-based teaching positively and significantly influenced motivational climate, although the strength of the influence indicates other unidentified variables likely also impact motivational climate.The domain of performance-based teaching that best influenced motivational climate was monitoring peer/student teaching professionalism, as perceived by teachers. This suggests oversight of peer/student teaching practices is key to fostering motivational environments. Overall, as teachers demonstrate strong knowledge, planning, instruction, assessment, and professional skills, they are more likely to promote student effort, improvement, cooperation, and engagement.These findings highlight the importance of developing teaching competencies to support student motivation. Further research could examine additional factors beyond teaching practices that contribute to motivational climate across various subjects, settings, and stakeholder perspectives.
Authors and Affiliations
Junald Jay Versano, Pedrito Castillo
Keywords
Related Articles
- EP ID EP730938
- DOI https://doi.org/10.5281/zenodo.10559690
- Views 49
- Downloads 0
YouTube Tutorials: A Classroom Reinforcement to the Students' English Language Proficiency
The study aimed to assess the impact of YouTube Tutorials as a classroom reinforcement tool on Grade 7 students' English Language Proficiency during the 2022-2023 academic year. It sought answers to questions regarding s...
Reading Preference of Education Students and Its Perceived Effectiveness in Learning English as Second Language
This study focused on determining the reading preferences of the second-year College of Education students of Notre Dame of Midsayap College in learning English as a second language. The study made use of descriptive-cau...
Emerging Physical Education Teaching Strategies and Students' Academic Performance: Basis for a Development Program
This study was conducted to determine the extent of the identified emerging physical education teaching strategies and their relation to students' academic performance in PE. The descriptive- correlational research desig...
Facebook Usage on Junior High School Students’ Reading Habits, Attitudes, and Academic Performance
This study investigated the impact of Facebook usage on the reading habits, attitudes, and academic performance of 150 secondary students at Pantar National High School, Division of Lanao del Norte, during the School Yea...
World of Physics: A Gamified Supplementary Material for Students in Grade 9
No matter the season, weather, or event, students have been consistently lacking the motivation and energy to continue pushing through their studies and homework. Physics remains to be one of the most difficult subjects...