Volume 3 Issue 2 | 2026 | View PDF
Paper Id: IJMSM-V3I2P135
doi: 10.71141/30485037/V3I2P135

Teaching Motivation as Predicted by Teacher-Parent Role Engagement, and Special Needs Education Opinions: A Multiple Regression Analysis

Renante G. Estorque, Kristine B. Estorque, Roselyn M. Ricaforte

Citation:
Renante G. Estorque, Kristine B. Estorque, Roselyn M. Ricaforte, "Teaching Motivation as Predicted by Teacher-Parent Role Engagement, and Special Needs Education Opinions: A Multiple Regression Analysis" International Journal of Multidisciplinary on Science and Management, Vol. 3, No. 2, pp. 274-289, 2026.

Abstract:
The motivation of teachers in special needs education remains a challenge. The significance of predicting motivation of teachers on special needs education using teacher-parent role engagement and teacher opinions as predictors was examined. This study employed predictive research design. The perceptions of 151 teachers selected through purposive sampling, were surveyed. Using multiple linear regression analysis, it was found that teachers’ motivation in special needs education was significantly predicted by teacher–parent engagement and teacher opinions. The result partially supports Self-Determination Theory. Future research may explore other variables explaining the remaining 36.9% variance. Parent engagement through conferences, communication, and individualized educational plan involvement; and positive teacher perceptions through inclusion, confidence, and support towards greater teacher motivation in special needs education.

Keywords: Teaching Motivation, Teacher-Parent Role Engagement, Special Needs Education Opinions, Multiple Regression Analysis.

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