Organizational Factors, Motivational Needs, and Challenges of Elementary Teachers in Santa Fe District: Implications for Educational Management Practices

This study examined the organizational factors, motivational needs, and challenges of elementary teachers in Santa Fe District and their implications for educational management practices. A descriptive-correlational research design was employed, utilizing total enumeration of permanent elementary school teachers from selected schools in the district. Data were collected using a researcher-developed instrument that was expert-validated and pilot-tested, consisting of Likert-scale items and open-ended questions to capture both quantitative and qualitative data. Findings showed that organizational factors were perceived at a very high level, particularly organizational linkages, while financial capability was relatively less emphasized. Motivational needs were generally highly satisfied, with teachers reporting a strong sense of affiliation and belonging, although compensation and benefits were rated comparatively lower. Teachers reported minimal challenges overall, though limited promotion opportunities emerged as a notable concern. Qualitative responses supported these results, highlighting themes such as excessive workload, limited resources, restricted career advancement, and the need for more collaborative and supportive leadership. Correlational analysis showed significant relationships among variables, indicating that stronger organizational conditions are associated with higher levels of motivation and fewer professional challenges. The study recommends developing a comprehensive Teacher Motivation and Support Framework that prioritizes resource management, professional development, workload balance, and participatory leadership to enhance teacher well-being and performance.