The influence of teacher management styles and classroom environment on the learning motivation of High School Students as mediated by students' self-efficacy : Basis for a program.

Abstract

This dissertation examined why high school student within the same education framework deffer in learning motivation by analyzing the influence of teacher management style and classroom environment, with - efficacy serving as a mediating variable. Using a quantitative correlational design, data were gathered from 262 high school student through validated questionnaires measuring teacher management style, classroom environment, self - efficacy ,and learning motivation. The data were analyzed using descriptive statistics,Pearson product - moment correlation, multiple regression, and structural equation modeling. Result showed that among teacher management style,obtained the highest mean (M=4.14), while the indulgent style had the lowers (M = 3. 24). Classroom environment was generally perceived positively (M = 3.94 ) with task orientation receiving the highest mean (M = 4.18 ). Student also manifested self- efficacy (M = 3.18) and high learning motivation (M = 4.01). Significant positive relationships were found between classroom environment and self- efficacy, particularly in student cohesiveness (r=.656,p<.001) and teacher support (r=.546, p <.001). Regression analysis further revealed significant predictive models for affective motivation (F=36.539,p<.001,R2= .463), cognitive motivation (F=96.613,p<.001,R2=.529). moral motivation (F=40.388,p<R2=449), and adult pressure (F=84.600,p<,001,r2=.569). Structural equation modeling confirmed significant direct and indirect of teacher management style and classroom environment on learning motivation through self - efficacy. Overall, the finding underscore the importance of supportive teaching practices,a positive classroom climate, and strengthened self-efficacy in enhancing students' motivation and academic engagement in high school settings.