The goal of this study was look into teachers motivational strategies as predictors of attitudes and performance in mathematics. The respondents were 30 teachers and 150 pupils from public elementary schools of Sub-office of Pila. Researcher–made survey questionnaires were used in data collection. The study ran from January to April 2023.              Results showed that majority of the teachers were 40-49 years old, married, with less than 10 years of experience, and have masteral units. The extent of motivational strategies were very high in terms of remediation, direct instruction, solving problems, giving homework, personality traits, and teaching styles but only high in terms of use of multimedia and gadgets. Students were also found to have very high level of interest in mathematics and very high level of study habits. Moreover, the students performance in mathematics were very satisfactory. The study concluded that there was no significant differences in the teachers extent of motivational strategies regardless of age, civil status, and length of service, educational attainment, and position/rank. Likewise, there was no significant correlation between teachers extent of motivational strategies and students attitude and performance in mathematics. The researcher recommended that the provision of additional support to teachers, constant use various motivational strategies, sustenance of students interest in mathematics and their effective study habits, and the conduct of investigation on interest and study habits using other data collection methods such as observations and document reviews.

motivation

Attitudes