There are many reasons why Science students find Science subjects difficult, leading to low engagement in the classroom and poor academic performance. This study aimed to determine the relationship between the teachers professional attitudes and values, level of professional knowledge and skills, and the students level of motivation in Grade 9 High School students for the School Year 2022-2023. The researcher used the stratified random sampling technique in which there were one hundred forty-five (145) respondents. The researcher used a non-experimental quantitative research methodology, specifically, a descriptive-correlational technique. A validated and reliability-tested survey questionnaire was the primary data collection instrument. The collected data were analyzed and interpreted using appropriate statistical methods such as frequency of distribution, mean, standard deviation, percentage, and Pearson Product-Moment Correlation. The study revealed that the personal attributes of the teachers in terms of spending and being a positive person could lead to large gains in students motivation and achievement. Hence, by relating various disciplines to real-life circumstances, efficient classroom management makes the classroom the ideal learning environment where students can engage with their studies and work to the best of their abilities. The study also revealed that when students find learning exciting and pleasurable, they are more engaged when teachers attempt to arouse their innate curiosity about Science by making connections between Science and everyday life. As a result, teachers use of pedagogies significantly impacts students motivation levels. Thus, the research found a substantial correlation between teachers attributes and students motivation levels.

Students' Motivation

Teachers' Attributes