Relationship Between Elementary Teachers’ Content Mastery, Motivational Strategies, And Pedagogical Delivery

This quantitative study examined the relationships among elementary teachers’ content mastery, motivational strategies, and pedagogical delivery in public elementary schools. The study utilized a descriptive-correlational research design, aimed to analyzing the levels of these instructional variables and the significant relationships among them. Data were collected from 100 public elementary teachers selected from the districts of Samboan, Ginatilan, Malabuyoc, and Alegria through simple random sampling. Adopted and validated instruments were used to assess teachers’ competence in content mastery, motivational techniques, and pedagogical presentation. The variables' levels are described using the mean and standard deviation. The relationships among the variables are analyzed using Pearson product-moment correlation. The findings revealed that teachers demonstrated content mastery at the highest mean level, indicating strong subject knowledge and instructional competence. Motivational strategies were likewise rated at the highest mean level, suggesting the consistent use of techniques that promote learner engagement and participation. Pedagogical delivery also attained the highest mean rating, reflecting the regular application of varied and effective instructional practices. Correlation analysis showed a strong and significant relationship between content mastery and motivational strategies, a moderate yet significant relationship between content mastery and pedagogical delivery, and a strong and significant relationship between motivational strategies and pedagogical delivery. Generally, the findings stress the interrelatedness of teachers' content mastery, motivational strategy, and pedagogical delivery. This study places strong emphasis on ongoing professional development programs that would enhance these instructional dimensions towards effective teaching in elementary education.