ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——This study determined the level of work motivation and instructional competence among 331 public elementary school teachers in Cluster C of the Schools Division Office of Albay, covering the municipalities of Libon, Polangui, Oas, and Pioduran. Using a mixed-methods approach, participants were selected through stratified random sampling with proportional allocation guided by Slovin’s Formula. Data were gathered through a structured survey, Classroom Observation Tool (COT) ratings, interviews, and focus group discussions, and analyzed using weighted means and Chi-square tests, supported by qualitative thematic analysis. Findings reveal a predominantly seasoned and high-performing teaching workforce, with most teachers demonstrating “Outstanding” performance ratings. Teachers exhibited very high intrinsic and relational motivation, driven by strong sense of purpose, professional growth, collegial support, and positive school culture, while extrinsic motivation was generally high but constrained by compensation concerns. Instructional competence was rated highly, particularly in subject mastery and literacy and numeracy development, but challenges remain in differentiated instruction for diverse learner needs. Statistical analysis showed that motivation is influenced by personal factors, while instructional competence is shaped by position and salary grade, with performance ratings showing no significant relationship to either, indicating a compliance gap in evaluation systems. The study concludes that enhancing teacher performance requires a balanced approach that strengthens intrinsic and relational motivation while improving extrinsic support systems and instructional adaptability. It recommends the adoption and pilot implementation of the “Personnel Empowerment and Work Motivation: A Policy Recommendation.” This policy should serve as the foundational framework for school improvement plans, specifically focusing on reducing administrative burdens, empowering teacher autonomy, and formalizing the role of veteran educators as mentors within the institution. Keywords: Work Motivation, Instructional Competence, Policy Recommendation