Motivational Factors, Self-Directed Learning, and Technological Competence as Antecedents of Teacher Autonomy in Public Schools: A Path Analysis

Abstract

This study examined a structural model of teacher autonomy by investigating the interrelationships among motivational factors, self-directed learning, and technological competence in selected public schools in Isulan, Sultan Kudarat. The research sought to determine how these variables influence teacher autonomy and to identify a model that best represents the dynamics of autonomy in the teaching profession. Teachers reported high levels of autonomy, particularly in exercising professional discretion within their instructional and decision-making processes. Motivational factors both intrinsic and extrinsic were found to be strong drivers of professional engagement. Self-directed learning emerged as a key behavior among teachers, manifested through resourcefulness, goal setting, and self-monitoring. In parallel, technological competence, including the ability to integrate digital tools and plan technology-based instruction, was identified as a vital contributor to autonomous teaching practices. The study established that motivational factors, self-directed learning, and technological competence are all significant predictors of teacher autonomy. The proposed structural model was validated through rigorous analysis and confirmed as a reliable representation of the underlying relationships among the constructs. These findings underscore the importance of investing in professional development that promotes intrinsic motivation, cultivates self-directed learning skills, and enhances technological fluency. The study recommends that educational leaders and policymakers adopt strategies that institutionalize teacher autonomy as a cornerstone of instructional innovation. This includes providing supportive work environments, access to technology, and training opportunities that empower teachers to independently plan, adapt, and innovate in their classrooms.