Impact of Social Support and Work Motivation as Predictors of Public Secondary School Teachers’ Capability in Pursuing Graduate Studies

Abstract

This study was conducted to examine social support and work motivation as predictors of public secondary school teachers’ capability in pursuing graduate studies. Utilizing a quantitative descriptive- correlational research design, data were gathered from 126 teacher-respondents through survey questionnaires and were analyzed. Based on the findings of the study, teacher’s capabilities significantly differ in terms of graduate education status emphasizing the need of tailoring programs to address the specific needs of teachers at different stages of their graduate education journey. It also revealed that social support, specifically from family and friends, and work motivation on growth needs significantly predict public-secondary school teachers’ capability in pursuing graduate studies. This study affirms the Social Cognitive Theory of Albert Bandura which emphasized that external factors affect an individual’s perception of his or her capabilities. Hence, there is a need for teachers to establish interpersonal relationships within the academic context, for administrators to promote a supportive and connected work environment and provide opportunities for personal and professional growth as it fosters teachers’ motivation and capabilities for advanced studies.