Authors : Lorelie C. Calib-Og; Roel P. Villocino, Ed. D

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/562952bc

Scribd : https://tinyurl.com/ypty56s2

DOI : https://doi.org/10.38124/ijisrt/25jul455

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Abstract : This study examined the teacher self-efficacy and learner motivation to their relationships to athematics achievement of students. A survey was conducted to a sample of 15 Mathematics six teachers and 100 Grade six students from Loreto South District of Loreto Agusan del Sur. The results showed the Teacher Self-Efficacy of efficacy of student engagement, efficacy in instructional strategies, efficacy of classroom management were evaluated 3.8 with descriptive equivalent of highly relevant. Further, the result of the level of Learners Motivation as measured by Intrinsic, Extrinsic, and Procrastination were evaluated 3.0 with descriptive equivalent of quite relevant. The result also revealed that there was no significant relationship between teacher self-efficacy and learner motivation: their relationships to mathematics achievement of students. From the results of study, it was recommended that the teacher should receive targeted training on engaging hard-to-reach students and building strong school-family partnerships. This will enhance their already strong self-efficacy and improve overall student engagement in mathematics. Professional development might focus on differentiated instruction, diverse assessment strategies, and educational technology integration. These areas will strengthen teachers’ instructional practices and support varied learner needs in math.

Keywords : Elementary Education, Classroom Management, Descriptive Correlational Study, Extrinsic Motivation, Intrinsic Motivation, Instructional Strategies, Learner Motivation and Student Engagement.

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