Teachers Preparedness and Motivation on Hamon: Bawat Bata Bumabasa (3Bs Initiative) at Jolo II District
DOI:
https://doi.org/10.67167/vertex.645Keywords:
teacher's preparation, teacher's motivation, rewards, reading, reading initiatives, teaching methodsAbstract
A comprehensive study was conducted to investigate the specific relationship between teacher preparedness and motivation within the Hamon: Bawat Bata Bumasa (3B's Initiative) reading program situated in the Jolo II District. The methodology utilized a five-part, researcher-made questionnaire distributed among local educators. The gathered data were analyzed using statistical tools, namely the weighted mean and the Pearson Product-Moment Correlation Coefficient. The research findings revealed that local educators possess a "Very Prepared" level of readiness. This high level demonstrates that they are well-equipped to successfully administer the Comprehensive Rapid Literacy Assessment (CRLA) tool and effectively utilize the resulting data for targeted classroom instruction. Furthermore, the participating educators reported being "Very Motivated," reflecting a deep, authentic emotional investment in their students' ultimate academic success. The primary driving forces behind this exceptional motivation, which includes visible student progress, professional support, and workplace collaboration, elicited a "Strongly Agree" response from participants, effectively identifying these elements as powerful catalysts for overall teacher engagement. However, despite displaying excellent readiness and a strong internal drive, the teachers also "Strongly Agreed" that they face severe systemic hurdles. This feedback effectively categorizes the program's overall implementation environment as highly challenging. Crucially, the formal correlation analysis established a statistically significant relationship between teacher preparedness and motivation. This critical link underscores that when educators are thoroughly equipped through robust resources, professional training, and proper mental readiness, their internal motivation to drive the reading initiative forward increases significantly. Consequently, providing thorough preparation serves as a vital prerequisite for ensuring the program's ultimate long-term success.
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