Essentializing Basic Education: Focusing Core Teaching Motivation and Performance for Desired Results

Abstract

This study examined the key outcome areas in the efficient provision of basic education services and work task motivation among teachers in Tudela District, Cebu Province, during the 2024–2025 school year. The findings provide a basis for developing an instructional engagement plan. Demographic data revealed that school heads were generally older than teachers. The profession remained female-dominated (66.43%), emphasizing the need for gender inclusivity in leadership roles. Most teachers pursued higher education, with 60.14% having master’s degree units and 26.57% holding a completed master’s degree, yet only 4.90% had doctoral-level studies. The study assessed instructional effectiveness across various domains, including class preparation, curriculum planning, and professional engagement. Teachers demonstrated efficient performance in content knowledge, pedagogy, and instructional delivery, effectively adapting strategies to diverse learners. A moderate positive correlation between teacher motivation and performance highlighted the importance of continuous support and professional development. Despite these strengths, challenges such as misalignment with educational standards, outdated supervisory models, and inadequate technological integration were identified, indicating the need for curriculum updates and training programs. The findings concluded that teachers’ instructional motivation corresponded moderately to their performance, which was rated as very efficient. Addressing identified concerns through policy reforms, professional development initiatives, and enhanced instructional strategies can improve teaching effectiveness and learning outcomes. Proposed measures are envisioned for its enhancement.