Classroom Interactional Competence and Differentiated Instruction as Predictors of Work Task Motivation of English Teachers
Sanshine R. Mapalo · Asian Journal of Education and Social Studies · 2026
This study examined classroom interactional competence and differentiated instruction as predictors of work task motivation among English teachers. Using a predictive quantitative research design, the study involved 150 English teachers from Cluster 10 of Marilog District, Davao...
Open access
Research Article
10.9734/ajess/2026/v52i73162