The study aimed to determine the relationship of school heads motivational techniques and teachers personal competencies and performance. Specifically, this study sought answers to the following: (1) What is the level of School Heads Motivational Techniques with regards to Creative Motivation, Competence Motivation, Reward-Based Motivation, and Fear-Based Motivation? (2) What is the level of Teachers Personal Competencies in terms of Instructional Delivery, Assessment, and Classroom Management? (3) What is the level of Teachers Performance relative to IPCRF? (4) Does the School Heads Motivational Techniques have significant relationship to the Teachers Personal Competencies? (5) Does the School Heads Motivational Techniques have significant relationship to the Teachers Performance? The level of school heads motivational technique in terms of creative motivation has an overall mean of 4.16 and a verbal interpretation as to  high extent in terms of competence motivation, it has an overall mean of 4.14 and interpreted as to high extent in terms of reward-based motivation, the overall mean is 4.05 and interpreted as to high extent in terms of fear-based motivation, the overall mean is 4.05 and interpreted as to high extent. The level of teachers personal competencies in terms of instructional delivery has an overall mean of 4.25 and interpreted as to very high extent in terms of assessment, it has an overall mean of 4.27 and interpreted as to very high extent in terms of classroom management, it has an overall mean of 4.35, and interpreted as to very high extent. The level of teachers individual performance commitment and review form has an overall mean of 3.91 and interpreted as satisfactory. The analysis of relationship between school heads motivational technique and the teachers personal competencies in terms of instructional delivery reveals that creative motivation has an r value of 0.771 with P-value of 0.0000, competence motivation have an r value of 0.695 with P-value of 0.0000, reward-based motivation have an r value of 0.748 with p-value of 0.000, and fear-based motivation have an r value of 0.678 with p-value of 0.000 with the degree of correlation of strong relationship and interpreted as significant. The teachers personal competencies in terms of assessment  reveals creative motivation has an r value of 0.722 with p-value of 0.0000, competence motivation have an r value of 0.625 with p-value of 0.0000, reward-based motivation have an r value of 0.674 with p-value of 0.000, and fear-based motivation have an r value of 0.645 with p-value of 0.000 with the degree of correlation of strong relationship and interpreted as significant. While the teachers personal competencies in terms of classroom management  reveals creative motivation has an r value of 0.727 with p-value of 0.0000, competence motivation have an r value of 0.721 with p-value of 0.0000, reward-based motivation have an r value of 0.669 with p-value of 0.000, and fear-based motivation have an r value of 0.659 with p-value of 0.000 with the degree of correlation of strong relationship and interpreted as significant. The analysis of relationship between school heads motivational technique and the teachers individual performance commitment and review form reveals that creative motivation has an r value of -0.025 with p-value of 0.801, competence motivation have an r value of -0.053 with p-value of 0.590, reward-based motivation have an r value of -0.096 with p-value of 0.332, and fear-based motivation have an r value of -0.099 with p-value of 0.317 with the degree of correlation of weak relationship and interpreted as not significant. The first hypothesis was rejected because a significant correlation between the school heads motivational technique and the teachers personal competencies was found. Hence, the second hypothesis was accepted because no significant correlation between the school heads motivational technique and teachers individual performance commitment and review form was found.

assessment

classroom management