Abstract
The study was conducted to find out the levels of motivation, levels of organizational support and levels of pedagogical teaching strategies among teachers as well as if motivation and organizational support significantly predict pedagogical teaching strategies, and also if motivation really mediates the relationship between motivation and pedagogical teaching strategies. This study used a convergent mixed method design with a total of 17 participants for qualitative data, specifically 10 participants for the individual interview and 7 for focus group discussion. Meanwhile, a total of 200 teachers were asked to answer the survey questionnaire for the quantitative data. A survey questionnaire was used to gather data on motivation, organizational support and pedagogical teaching strategies. The result revealed that there is a high level of motivation, moderate level of organizational support and high pedagogical teaching strategies level. Moreover, all the variables motivation and organizational support significantly predicts pedagogical teaching strategies. Meanwhile, two themes emerge from the interview which put emphasis on pedagogical alignment and educational goals, alongside access, training, and support. Furthermore, data revealed a strong confirmation on the corroboration between the quantitative data and the qualitative data. This study recommended that educational institutions prioritize strategies to enhance both teacher motivation and organizational support to improve pedagogical teaching strategies. To boost teacher motivation, schools can implement initiatives such as recognition programs, professional development opportunities tailored to individual interests and needs, and fostering a positive work culture that values teacher contributions.