This study sought to assess the relationship between public school personnel’s motivation and competence and their performance. Particularly, it aimed determine the level of the level of the public school personnel’s performance; the level of the public school personnel’s motivation in performing their tasks in terms of intrinsic and extrinsic motivation; the level of the public school personnel’s competence in performing their tasks in terms of technical, communication, organizational, problem-solving, teamwork, and professionalism; and find out the significant relationship between public school personnel's level of motivation and competence and their performance. This study utilized a descriptive-correlational research design and employed mean, standard deviation, and Pearson’s correlation for its statistical analysis. A total of sixty-nine non-teaching personnel from all the schools in the division of Valencia City were included. To collect the relevant data to answer the problem statement of the study, the researcher developed a motivation and competence assessment survey questionnaire and utilized their latest performance rating. Results revealed that performance of the public-school personnel was generally "outstanding." They have a very high level of intrinsic and extrinsic motivation and also showed very high level of competence. More importantly, the study has shown a positive association between motivation and the performance of public-school personnel. Moreover, the relationship between public school personnel's level of competence and their performance have shown a strong positive association. It is important to note that schools can continue to nurture internal motivation by providing opportunities for personnel to engage in meaningful tasks and roles that align with their values and passions. To support ongoing growth and high performance, regular training programs may be implemented to enhance skills and build competence. Additionally, encouraging personnel to reflect on their performance and identify areas for improvement can further strengthen their professional development. Emphasizing the importance of ethics, confidentiality, and respectful behavior remains essential, and school leaders play a crucial role in ensuring that staff clearly understand performance expectations and how their individual contributions support the school’s overall success.
Sumondong et al. (Tue,) studied this question.