Teacher Motivation, Self-Efficacy, and Classroom Challenges in Early Elementary Education: Experiences of Grade 1 Teachers in a Rural Philippine School Context

Authors

  • MEANE LAGGUI Northeastern College Santiago City Philippines Author
  • ALMA GONZALES Author

DOI:

https://doi.org/10.64358/jzxhkj74

Keywords:

teacher motivation, teacher self-efficacy, classroom challenges

Abstract

This qualitative study explored teacher motivation, self-efficacy, and classroom challenges among Grade 1 teachers at San Isidro West Elementary School, San Isidro West, Santa Maria, Isabela. The study aimed to examine the experiences of Grade 1 teachers in managing early elementary classrooms within a rural Philippine school context, focusing on their sources of motivation, perceptions of teaching competence, and challenges encountered in classroom instruction. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving Grade 1 teachers and selected school stakeholders. Thematic analysis revealed four major themes: (1) intrinsic motivation and commitment to learner development, (2) teacher self-efficacy in classroom instruction and learner management, (3) adaptive and learner-centered teaching practices, and (4) classroom and instructional challenges in rural early elementary education. Findings showed that teachers remained highly motivated due to their passion for teaching, commitment to learners, and sense of professional responsibility despite resource limitations and classroom difficulties. Teachers demonstrated confidence in managing classroom instruction, learner behavior, and differentiated learning activities, although they encountered challenges related to large class sizes, limited instructional materials, learner diversity, and parental support. The study concludes that teacher motivation and self-efficacy significantly influence instructional effectiveness and classroom engagement in early elementary education. Strengthening institutional support, professional development opportunities, and resource allocation is recommended to improve teaching experiences and instructional outcomes in rural schools.

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Published

2026-06-05

Issue

Vol. 2 No. 2 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles