Teachers? Motivation, Stress, and Awards Received and Pupils? Academic Performance in Elementary Schools in Northern Samar: Implications: For Policy Redirections

This study looked into the teachers level of motivation, stress and awards as they relate to the pupils academic performance in elementary schools in Northern Samar during the School Year 2015-2016. Specially, it determined the levels of motivation of elementary grades teachers, assessed their levels of stress, and identified the awards they received. Evaluated were the pupils academic performance as well as its relationship to the teachers level of motivation, teachers level of stress, awards received. This descriptive correlational research involved the grade three teachers and pupils in elementary schools in Northern Samar. A questionnaire or motivation and stress and a checklist on awards received by teachers were the main data gathering instruments that were served to the respondents who are selected through a multi-stage sampling technique. Frequency counts, means, percentages, and multiple regression analysis were used in the data analysis. The grade three teachers in the elementary schools had high levels of motivation, moderate stress, and awards received on the district level. The majority of the grade three pupils had average academic performance. The pupils academic performance was found to be significantly related to the awards received by teachers but not to the teachers level of motivation and stress. The study included that the majority of the elementary school teachers were highly motivated. Despite lack of school facilities, resources and financial aspects, they were doing well in their job, indicating that the teachers had a sincere desire to work with children and help them succeed. The teachers were affected by moderate stress at any given situation, with low salary as the most stressful. This indicated that the work of a teacher was not property compensated. The awards received by teachers mostly came from the district level. District teacher awardees were from central schools. The majority of barangay teachers did not received any award, implying that the giving of awards was not fair and square. That the pupils academic performance was average indicating that insufficient teaching facilities, implementing new trends, strategies, and techniques without thorough orientation, and increasing pupil disciplinary problems greatly affected the performance of teachers. That there was a significant relationship between the awards teachers received and the pupils academic performance imply that teachers who are given awards are those who perform best, consequently they improve their pupils performance. On the other hand, there was no significant relationship between the elementary teachers level of motivation and stress and the pupils academic performance.