Asian Journal of Advanced Research and Reports

Low teacher motivation remains a continuing concern in educational institutions, particularly because it affects teachers’ commitment, productivity, and overall performance in the school setting. This study determined the influence of time management and job competence on teacher motivation to work among private school teachers. Specifically, it examined how teachers’ ability to manage instructional and professional responsibilities, together with their level of competence in performing work-related tasks, relates to their motivation in fulfilling their teaching duties. Using a diagnostic research design, data were gathered from 152 private school teachers who were selected through total enumeration. The collected data were analyzed using multiple linear regression to determine the individual and combined contribution of time management and job competence to teacher motivation to work. Findings revealed that time management and job competence distinctly contribute to teacher motivation. This suggests that teachers who are able to organize their tasks, meet deadlines, and perform their professional responsibilities competently tend to demonstrate higher levels of motivation in their work. Collectively, time management and job competence showed a significant contribution of 0.532, indicating that these variables explain a substantial portion of teacher motivation. However, the remaining 0.468 suggests that other factors may also be associated with teachers’ motivation to work. The results partially support the Self-Determination Theory, particularly in emphasizing the importance of competence and effective self-regulation in sustaining motivation. Future studies may explore other personal, organizational, and environmental variables that may further explain teacher motivation. Educational leaders may develop programs that strengthen teachers’ time management skills and job competence to enhance motivation and professional engagement.