Teacher Classroom Environment in Relation to Student Motivation and Preparedness

Abstract

The study unfolded the relationship between teachers’ classroom environment and students’ motivation and preparedness for high school in Governor Generoso District, Davao Oriental Schools Division. The study used a descriptive-correlational research design, utilizing an adapted survey instrument to gather responses from the randomly selected teacher respondents. Data collected were treated using Mean scores with descriptive interpretation, Pearson r, and Simple Linear Regression Analysis. Findings revealed that the extent of teachers’ classroom environment shows that safe and inclusive space, organized learning environment, and teacher-student relationships are often manifested. In contrast, communication feedback and consistent classroom management are sometimes manifested. At the same time, the extent of students’ motivation and preparedness shows that academic confidence, self-advocacy skills, and goal setting were often manifested. In contrast, resilience, adaptability, time management, and organizational skills sometimes manifest. A significant correlation exists between teachers’ classroom environment and students’ motivation and preparedness. Domains of teachers’ classroom environment in terms of teacher-student relationship, safe and inclusive space, organized learning environment, consistent classroom management, and communication and feedback significantly influence students’ motivation and preparedness.