Administrative Support of School Heads and Teachers’ Motivation in Public Elementary Schools

AUTHOR(S)

MISHEL P. RAMOS

ABSTRACT

——This study examined the relationship between the administrative support of school heads and teachers’ motivation in public elementary schools in the Division of Cagayan during the School Year 2025–2026. A descriptive–correlational research design was employed to determine the level of administrative support in terms of provision of instructional resources, professional development opportunities, communication and feedback, and emotional and professional support, as well as the level of teachers’ motivation in terms of intrinsic and extrinsic motivation. The participants consisted of 100 elementary teachers, selected through total enumeration sampling. Data were collected using a researcher-made questionnaire and were analyzed using mean and Pearson Product-Moment Correlation Coefficient (Pearson r). Findings revealed that the overall level of administrative support was high (M = 3.27), with most dimensions rated high except for professional development opportunities, which were moderate. Meanwhile, teachers were found to be highly motivated (M = 3.27) in both intrinsic and extrinsic aspects. Furthermore, results indicated a moderate positive and significant relationship (r = 0.450, p = 0.002) between administrative support and teachers’ motivation, implying that increased support from school heads contributes to higher levels of teacher motivation. The study concludes that administrative support plays a crucial role in enhancing teachers’ motivation. It is recommended that school heads strengthen support mechanisms, particularly in professional development, to further improve teacher performance and educational outcomes. Keywords: administrative support, school heads, teachers’ motivation, intrinsic motivation, extrinsic motivation, public elementary schools