School Management Support and Instructional Supervision: Associations with Teacher Motivation

This study examined the relationship between school management support, instructional supervision, and teacher motivation in selected public secondary schools in the Division of San Carlos City. Using a descriptive–correlational design, data were collected from 209 full-time teachers using a researcher-developed questionnaire. The study focused on school management support (administrative support, professional development, and teacher welfare and recognition), instructional supervision (observation and feedback, guidance, and motivation), and teacher motivation (intrinsic, extrinsic, and personal commitment and growth). Results showed high levels of perceived school management support and instructional supervision, as well as a very high level of teacher motivation. Significant positive relationships were found between school management support and teacher motivation, as well as between instructional supervision and teacher motivation. However, when analyzed jointly, school management support and instructional supervision did not significantly predict teacher motivation, indicating the influence of other motivational factors. Based on the findings, a Teacher Motivation Enhancement Toolkit was developed to support school administrators and instructional leaders in strengthening leadership practices, fostering professional growth, and enhancing instructional quality. The study highlights the role of supportive leadership and developmental supervision in sustaining motivated teachers in public secondary schools.