Exploring the Motivation, Environmental Support System, Commitment of Non-Education Teachers in Technical Vocational Education and their Teaching Learning Processes

Abstract

Education is a lifelong process. Every nation is leading toward global standards. Science, Mathematics, Comprehension and critical thinking are some of the focuses of the Universal Education. This study investigates the factors influencing the motivation, environmental support system, commitment, and teaching-learning processes of non-education teachers in Technical Vocational Education (TVET) institutions within the Sultan Kudarat Division, Philippines. Anchored in the theories of self-determination and transformation leadership, the study explores the interplay of intrinsic and extrinsic motivation, professional development, organizational support, job satisfaction, self-efficacy, and their impact on teaching effectiveness and student engagement. A descriptive-correlational research design was employed, involving a survey of non-education teachers. The findings revealed significant relationships between personal motivation, environmental support, commitment, and teaching-learning processes. Moreover, personal factors were found to mediate these relationships. The study highlights the importance of addressing the unique needs and challenges of non-education teachers to enhance their motivation, commitment, and effectiveness in TVET. the findings suggest that personal motivation, environmental support, teachers' commitment, and student engagement are not significantly correlated among non-education technical-vocational teachers. These results indicate that other factors may have a more substantial influence on these variables, necessitating further investigation into external or contextual influences on teaching and learning effectiveness.