Human Resource Development Practices and Teacher Motivation in Public Secondary Schools
DOI:
https://doi.org/10.64612/ijiv.v2i4.86Keywords:
Human resource development, Teacher motivation, Professional growth, Public teachers, Educational leadershipAbstract
This study examined the relationship between Human Resource Development (HRD) practices and teacher motivation among public secondary school Science teachers in Kabankalan City, Negros Occidental, Philippines. Using a descriptive-relational census-based design, the study involved 63 teacher-respondents from five school districts during the School Year 2025–2026, representing a 77.78% response rate. Data were gathered through a validated survey questionnaire covering demographic profile, HRD practices, and teacher motivation. HRD practices included training and professional development, mentoring and coaching, performance appraisal and evaluation, recognition and rewards, and wellness and support programs, while teacher motivation focused on intrinsic motivation, professional growth, and external regulation. Descriptive statistics and relational analysis were employed to interpret the data. Findings revealed that teachers were predominantly mid-career, female, married, and academically qualified, with most holding master’s units or degrees. HRD practices were generally rated high, particularly in training and professional development and performance appraisal, whereas recognition and wellness programs received comparatively lower ratings. Teacher motivation was found to be very high, driven mainly by intrinsic motivation and professional growth. The study further established a positive relationship between HRD practices and teacher motivation, highlighting the importance of structured professional development, mentoring systems, and supportive organizational practices in sustaining teacher engagement, motivation, and professional commitment.
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