The Mediating Effect of Self-Motivation on the Relationship Between Social Skills and Competence of Teachers

Competence in teaching ensures that educators can effectively convey knowledge, engage students in meaningful learning experiences, and foster a deeper understanding of the subject matter. However, the poor competence in teaching can often stem from a lack of self-motivation in teachers, compounded by weak social skills, which hinder their ability to connect with students, collaborate with peers, and maintain a dynamic, engaging classroom environment. This study determined the mediating effect of self-motivation on the relationship of social skills and competence of teachers in a certain public high school. Participants in the study were the 174 public school teachers randomly chosen to respond to the survey conducted. Quantitative non-experimental descriptive correlation was the design utilized in this study. Survey questionnaires were used in the collection of data. Pearson-r, regression analysis, and mediation analysis were used to analyze the gathered data. It was found out that social skills significantly influence the competence of teachers. Also, social skills significantly influence self-motivation. Further, self-motivation significantly influences the competence of teachers. Self-motivation mediates the significant relationship between social skills and competence of teachers. This implies that the mediating effect of self-motivation on the relationship between social skills and teacher competence suggests that while social skills contribute to competence, the internal drive of self-motivation significantly enhances this connection, potentially amplifying the positive outcomes in teaching effectiveness. Further studies are recommended to be conducted to explore other factors mediating the relationship between social skills and competence of public-school teachers.