Level of Organizational Communication of Public Elementary School Teachers in Cabuyao City Division: Task Oriented Communication. In summary, the average weighted average of 3.60 shows that the level of organizational communication of primary school teachers in the field of task-oriented communication was 'very high'. Level of Organizational Communication of Public Elementary School Teachers in Cabuyao City Division: Informational Communication.
In summary, the average weighted mean of 3.59 revealed that the level of organizational communication of public primary school teachers regarding informational communication is “very high”. Composite table for the level of organizational communication of public elementary school teachers in the district of Cabuyao City. As can be seen from the table, the overall weighted mean of 3.60 indicates that the level of organizational communication of public primary school teachers was "very high".
In summary, the average weighted average of 3.56 shows that the level of work motivation of teachers in public primary education, together with intrinsic motivation, was 'very high'. In summary, the average weighted average of 3.56 shows that the level of work motivation of teachers in public primary education, together with intrinsic motivation, was 'very high'. Work Motivation Level of Public Elementary School Teachers in Cabuyao City Department: Extrinsic.
To summarize, the weighted mean of 3.25 revealed that the level of extrinsic public primary school teachers' work motivation was 'very high'. Composite table for the level of work motivation of public elementary school teachers in the division of Cabuyao City. As can be seen from the table, the overall weighted mean of 3.41 indicates that the level of work motivation of public primary school teachers was 'very high'.
Level of Pedagogical Qualification of Public Elementary School Teachers in Cabuyao City District:. In summary, the average weighted mean of 3.63 revealed that the level of pedagogical competence of public primary school teachers in terms of knowledge is "very high". In summary, the average weighted mean of 3.57 revealed that the level of teaching competence of public primary school teachers in terms of skills is very high.
To summarize, the weighted mean of 3.60 revealed that the level of pedagogical competence of public elementary school teachers in terms of professional development was Technium Social Sciences Journal. Composite table for the level of pedagogical competence of public primary school teachers in. As presented in the table, the overall weighted average of 3.60 shows that the level of pedagogical competence of public primary school teachers was.
Relationship between the level of work motivation and the level of pedagogical competence of the public.
Conclusion and Recommendation
Furthermore, the ANOVA shows that the independent variables level of organizational communication together with task-oriented communication and informative communication, and level of work motivation long with intrinsic motivation statistically significant predictors the dependent variable pedagogical competence with an F-value of 88.572 and a probability value of 0.000, which is less than the 0.05 significance level. This implies that the independent variables level of organizational communication in the form of task communication, informative communication and work motivation in the form of internal motivation are the drivers of the primary school teachers' level of pedagogical competence together with knowledge, skills and professional development. The results support the study of Elvina and Chiao (2019), which revealed that organizational communication and employee work engagement make a difference that enables employees to provide excellent performance and create organization towards productivity that comes from (internal and external motivation) In addition, Dobblin (2022) ) found that the processes of motivation, training and organizational communication have a decisive role in the manager's behavioral approach, as the training function is strongly based on it.
On the basis of an efficient communication process, it is possible to draw the course of evolution of activities in the company, to transmit responsibilities, tasks and action plans. School principals should motivate teachers through a fair promotion system, provision of adequate resources, an excellent working environment, incentives, job satisfaction, good organizational guidelines and performance evaluation to support or even raise teacher motivation. Public elementary school teachers can support their pedagogical competence by continuing professional development through training, especially along the aspects of applying techniques and strategies to help them take into account the individual differences of students and develop their learning of facts, concepts and principles; and also, along the assessment aspect to further improve their ability to prepare tasks or activities.
The school principal should have a common commitment among public primary school teachers by having a consistent monthly monitoring and evaluation scheme to identify and subsequently assist those faculty who are struggling in their professional aspects to keep teachers motivated to continue with good results. they are trying. School administrators should provide teachers with excellent opportunities for professional development in teaching pedagogy and team building, which will make communication with teachers more open and stronger, making them more productive, efficient and effective teachers. School leaders should recognize the efforts of persistent teachers with personal congratulations by giving them thanks and recognition for their hard work during faculty meetings and school programs to keep them motivated to implement their best techniques and strategies as teachers, from which they will have students directly benefit. this.
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