ABSTRACT
This qualitative phenomenological study explored teachers’ experiences in using motivational strategies for learners. The findings revealed five key themes: motivation as a relationship-centered process, learner engagement as an indicator of motivation, diversity of learner responses to motivational strategies, challenges in motivating learners, and strategic adaptation and professional reflection. The study also identified major challenges including diverse learner needs, resource limitations and preparation demands, classroom management and learner behavior, time constraints and curriculum pressures, and external socioeconomic factors. Despite these challenges, teachers employed coping mechanisms such as collaborative professional support and peer learning, learner-centered and personalized instruction, active and engaging learning environments, strengthened home–school partnerships, and maintaining teacher well-being. Overall, the study concludes that sustaining learner motivation is relationship-centered and requires teachers’ continuous reflection, adaptation, and commitment, supported by strong teacher–learner relationships and learner-centered instructional practices.
Keywords: Teachers’ Experiences, Motivational Strategies, Learners, Intervention Program
INTRODUCTION
Teachers play a vital role in shaping the future of their students by nurturing their abilities and supporting their academic, emotional, and physical development through well-planned teaching strategies. In response to the changing demands of learners and the goal of fostering engaged, responsible citizens, teachers are constantly working to grow professionally. However, their ability to provide quality education is often affected by the demands of supervising extracurricular activities, managing school initiatives, and meeting administrative reporting duties.
These responsibilities are compounded by challenges such as inadequate resources, a wide range of student needs, classroom behavior issues, rigid curriculum guidelines, and external expectations. Given their essential role in both teaching and administrative functions, it is critical to prioritize the mental and physical health of teachers to maintain effective instruction and support positive student outcomes.
Motivation is a vital component of the teaching and learning process, as it significantly affects learners’ engagement, behavior, and academic achievement. Motivated learners are more likely to participate actively in class, persist in challenging tasks, and achieve better learning outcomes (Baah et al., 2024).
However, motivating learners in today’s classrooms has become increasingly challenging. Teachers encounter various difficulties such as large class sizes, diverse learning needs, limited instructional materials, behavioral concerns, lack of parental support, and learners’ low interest and attention span (Delmonte, 2025). Additionally, the rapid changes in educational demands, including curriculum reforms and the integration of technology, have added pressure on teachers to continuously adapt their instructional and motivational practices (Ramoso et al., 2025). These challenges may hinder teachers’ ability to consistently implement effective motivational strategies in the classroom.
Despite these challenges, teachers develop coping mechanisms to manage motivational concerns and sustain effective teaching practices. Coping mechanisms refer to the strategies and actions teachers use to address stressors and challenges in their professional roles (Botona & Baguio, 2025).
In the context of teaching, these may include modifying instructional approaches, using learner-centered activities, seeking peer collaboration, attending professional development programs, and engaging in reflective practice (Embargo & Ucang, 2025). Teachers’ ability to cope effectively with motivational challenges is essential, as it influences their teaching performance and learners’ motivation.
Studies have emphasized the importance of supporting teachers through continuous professional development to enhance their motivational strategies and coping skills (Dayagbil & Alda, 2024). In-service training programs are recognized as effective means of equipping teachers with updated knowledge, skills, and strategies that respond to real classroom challenges. However, for such training programs to be effective, they must be based on teachers’ actual experiences, challenges, and coping mechanisms in motivating learners.
Given these considerations, it is necessary to examine the challenges teachers encounter in implementing motivational strategies and the coping mechanisms they employ to address these challenges. Understanding these factors may provide a sound basis for designing an in-service training program that is responsive, practical, and aligned with teachers’ needs. Ultimately, strengthening teachers’ motivational strategies through targeted training may lead to improved learner engagement, enhanced classroom climate, and better educational outcomes.
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