The Influence of Competencies, Motivation, And Commitment on Teacher’s Performance Towards a Causal Model for Quality Teaching

Abstract

This research inspects the intricate relationships amongst teacher competencies, motivation, commitment, and their collective and individual impacts on teacher performance and consequent quality teaching. Employing a mixed-methods research design, the study intertwines quantitative and qualitative analyses, providing a comprehensive exploration of the proposed causal model which posits competencies, motivation, and commitment as pivotal predictors of teacher performance and, in turn, quality teaching. The quantitative strand utilized self-report questionnaires and institutional data, subjected to statistical analyses including regression and Structural Equation Modeling (SEM), while the qualitative strand delved into the lived experiences and perspectives of teachers through interviews and focus group discussions. The findings unveil a nuanced narrative, substantiating certain pathways within the proposed model while also proffering reflections and insights for further exploration and practical implications. Through the empirical lens, the study underscores the pivotal role of recognizing, understanding, and nurturing teacher competencies, motivation, and commitment in fostering environments conducive to quality teaching and optimal learning. This research, thereby, bridges theoretical underpinnings, empirical findings, and practical implications, contributing to the academic and pragmatic dialogues within educational contexts.