ABSTRACT
The purpose of this study is to determine the level of teachers’ self-motivation. The study employed quantitative-descriptive research design. The participants are male and female teachers from three countries, Philippines, Vietnam, and the Sultanate of Oman, including nationals and non-nationals. The instrument used in gathering the data was sourced from an online article and slight modifications were made to suit the participants. A four-point qualitative scale was used to measure the self-motivation level of the participants and the weighted mean was used for interpreting the results. The study found that males’ self-motivation levels are higher than females’ as propelled by 1) self-confidence and self-efficacy; both male and female participants showed high motivation levels driven by 2) positive thinking and positive thinking about the future as well as 3) focus and strong goals; and 4) environmental factors inspired both groups of participants infrequently. In conclusion, the overall results showed that these four factors influenced self-motivation levels most of the time, and thus the teachers are highly motivated. A high level of self-motivation is below the exceptional level of self-motivation, and hence this implies that more push factors are necessary to facilitate remarkable and unique output. Incomparable self-motivation attitudes could lead to the attainment of the goals.
