Teaching is more than a career; it is a calling that necessitates dedication, passion, and a strong sense of purpose. In recent years, the teaching workforce has shifted, with millennial educators accounting for a sizable number of teachers in schools. Millennials, defined as those born between 1981 and 1996 (Pew Research Center, 2019), have distinct values, motives, and aspirations that set them apart from prior generations. When their expectations clash with traditional education systems, millennial teachers are more likely to experience frustration and burnout, which can ultimately affect their job satisfaction, retention rates, and instructional performance (Gibson et al., 2018).  As the educational environment continues to evolve, it is crucial to understand what motivates millennial teachers to enhance their effectiveness and long-term engagement in the profession (Cada, 2021).

In the Philippine context, millennial teachers now constitute a substantial part of the education sector, exerting considerable influence (Lacdo-O et al., 2018). With their adaptability, digital fluency, and heightened sense of social responsibility, they are uniquely positioned to meet the shifting demands of contemporary education (Layton, 2015). By 2030, millennials are expected to comprise 75 percent of the global workforce (Torpey, 2020), positioning them as key agents of educational transformation. As their influence expands, identifying the factors that shape their work life becomes increasingly critical. Among these, work values, motivation, and self-efficacy emerge as fundamental predictors of teacher performance, job satisfaction, and professional retention.

Work values serve as guiding principles that influence career choices, workplace behavior, and professional satisfaction (Hofstede, 2020). Traditionally associated with job security and monetary rewards, work values have evolved to include career growth, flexibility, social accountability, and work-life harmony (Barni et al., 2019). For millennial teachers, such values are not mere preferences, they are essential drivers of commitment and fulfillment. When these values are reflected in their professional environment, such as opportunities for advancement, collaboration, and meaningful contributions, teachers are more likely to demonstrate resilience, satisfaction, and sustained motivation. Conversely, misalignment between personal values and institutional norms can lead to disillusionment, disengagement, and even early career attrition. Motivation, defined as the psychological force that initiates, sustains, and directs goal-oriented behavior, plays a central role in shaping professional commitment and performance (Ryan & Deci, 2020). In the field of education, motivation underpins teachers perseverance, instructional quality, and willingness to inspire student learning (Han & Yin, 2016).

Motivation is generally classified into intrinsic and extrinsic categories. Intrinsic motivation arises from internal rewards, such as personal fulfillment and a passion for teaching (Deci & Ryan, 2017), while extrinsic motivation is driven by external factors, such as compensation, promotion, recognition, and expectations (Manasia et al., 2020). Striking a balance between these two types is crucial for preventing burnout and sustaining professional engagement. For millennials, whose ideals include autonomy, meaningful work, and continuous growth, institutions must foster an environment that cultivates both forms of motivation (Lazowski & Hulleman, 2016).

Teacher self-efficacy, defined as teachers belief in their capacity to organize and carry out actions needed to successfully perform teaching tasks, is also vital. This includes designing effective instruction, managing classrooms, and fostering student achievement (Zee & Koomen, 2016). Confident teachers are more likely to adopt diverse instructional methods and maintain enthusiasm in the face of adversity (Kauffman & Schneider, 2019). However, millennial and novice teachers often encounter difficulties with differentiated instruction, classroom management, and the integration of digital tools (Buenvinida & Gecolea, 2021). These challenges often stem from limited experience, insufficient mentorship, and the rapid pace of technological advancement. Without appropriate support systems, teachers may lack the confidence needed to meet instructional demands, thereby undermining their classroom effectiveness.

The interrelationship among work values, motivation, and self-efficacy is a vital area of inquiry as it directly influences teachers engagement, satisfaction, and effectiveness (Skaalvik & Skaalvik, 2018). Work values lay the groundwork for career choices and professional conduct, encompassing aspects such as advancement, collegiality, work environment, fulfillment, and professional challenge (Kim et al., 2020). These values inform expectations regarding institutional support and professional growth. When institutional priorities align with teachers personal values, higher levels of commitment and job satisfaction are achieved (Widlund et al., 2021). Conversely, misalignment can diminish motivation, erode self-efficacy, and increase the risk of attrition (Klassen & Tze, 2017; Stockdale et al., 2024).

Institutions that support teachers work values are more likely to promote sustained motivation and self-belief. Providing career development, mentorship, and a positive work culture empowers teachers, contributing to long-term retention and effective teaching (Lazowski & Hulleman, 2016). Motivated and confident teachers are better equipped to tackle challenges, innovate, and deliver quality education (Ryan & Deci, 2020).

In contrast, low motivation and weak self-efficacy increase the likelihood of burnout, disengagement, and diminished performance (Zee & Koomen, 2016). Therefore, implementing policies that enhance these factors, such as targeted professional development, supportive leadership, and inclusive workplace practices, is essential for improving teacher retention and educational outcomes (Han & Yin, 2016). A deeper understanding of these interconnections helps educational leaders create responsive interventions that bolster teacher well-being and effectiveness (Kauffman & Schneider, 2019).

While various studies have explored work values, teacher motivation, and self-efficacy as individual constructs, there is a noticeable lack of integrated research that examines how these factors are interrelated, especially among millennial teachers in the Philippine educational context. This gap limits the development of tailored strategies that could effectively support this generation of educators, who now form a significant portion of the teaching workforce. Addressing this void is essential to ensure relevant and sustainable interventions are crafted for teacher retention and professional growth. 

This study was grounded in the researchers own experience as a millennial teacher navigating the multifaceted demands of the profession. Like many of her contemporaries, the researcher entered the field with enthusiasm and a strong desire to make a difference. Yet, challenges soon emerged: reconciling institutional expectations with personal values, maintaining motivation amid external pressures, and building confidence in the face of evolving pedagogical demands. Encounters with burnout, frustration, and self-doubt - shared by many of her colleagues - highlight the urgency of exploring the link among work values, motivation, and self-efficacy. These reflections underscore the need to cultivate a professional and nurturing environment where teachers feel supported, empowered, and valued. This study aspires to generate insights that reflect the realities of millennial teachers and contribute to their professional development and well-being. Teaching is a lifelong commitment that requires not only skill but also sustained passion and resilience. For educators to remain effective, their work must resonate with their values, nurture their motivation, and reinforce their confidence. By investigating these critical factors, this research aims to assist schools, policymakers, and educational leaders in shaping an environment where teachers flourish, students receive quality education, and the system evolves toward greater inclusivity and excellence. Furthermore, understanding these key drivers can guide the development of more effective support systems and interventions that prioritize teacher well-being, thus creating a more sustainable and fulfilling career in education. Beyond being an academic endeavor, this study represents a step toward advocating for a future where teachers receive the recognition and support they deserve, ensuring that they are empowered to make a lasting impact on students and society. This study generally aimed to examine and describe the work values, motivation, and self-efficacy of millennial teachers.

The research design for this study was descriptive correlational, aimed at examining the relationship between work values, motivation, and self-efficacy of millennial teachers. The study was conducted among the schools in the 1st District of Capiz, which are Maayon, Panay, Panit-an, Pilar, Pontevedra, and President Roxas.

The participants were the 242 out of 652 millennial elementary teachers from the First District of Capiz. The population of millennial teachers was taken from the respective District Offices. The study employed a proportionate stratified random sampling method to ensure that the different groups within the millennial elementary teacher population were adequately and fairly represented. The use of stratification allowed the researcher to categorize the population according to their respective districts, thereby ensuring that each subgroup contributed proportionally to the overall sample size. To determine the appropriate number of respondents, the Raosoft Sample Size Calculator was utilized, incorporating key statistical parameters such as confidence level, margin of error, and response distribution.

To further enhance objectivity and reduce the risk of selection bias, the study employed the Spin the Wheel application a digital randomization tool to randomly select participants within each district. The instrument used in the study was the researcher-modified Work Values Questionnaire from Aguado et al. (2015), the Intrinsic and Extrinsic Motivation Survey Questionnaire of Larkin, (2017) and the Teacher Self-Efficacy Scale (TSES) from Trevethan et al. (2019).

To ensure the validity and reliability of the questionnaire, it was subjected to content validation by the researchers adviser, members of the advisory committee, and members of the examining committee. The panel of experts thoroughly reviewed the questionnaire items to assess whether they accurately measured the intended variables of the study. This validation process helped ensure the appropriateness, clarity, and relevance of the instruments, thereby enhancing the meaningfulness and usefulness of the data to be collected. Based on the panels collaborative input, including their comments and suggestions, the final version of the questionnaires was developed. Moreover, the items that measured the level of work values, motivation, and self-efficacy of millennial teachers were likewise examined. The researcher prepared the final copy after the experts validated the questionnaire. Suggestions and corrections were included in the final copy of the questionnaire.

After the validity, the instrument was subjected to a reliability test. The researcher acquired an authorization letter, signed by the research panel, indicating that she was allowed to use the instrument. In establishing the reliability of the research instruments, the questionnaire was pilot-tested. The participants of the pilot testing were 30 millennial teachers from the District of Ivisan who were not included in the actual study to avoid sampling bias. Their responses were analyzed using the Statistical Package for the Social Sciences (SPSS) to determine the reliability of the research instrument. The reliability coefficient was computed using Cronbachs alpha, a statistical measure commonly used to assess internal consistency. According to George and Mallery, (2019) an instrument is considered reliable if Cronbachs alpha coefficient is 0.80 or above but not exceeding 1.0. The questionnaire measuring work values, motivation, and self-efficacy yielded a Cronbachs alpha value of .976, indicating excellent internal consistency across these constructs. This high coefficient suggests that the items in the questionnaire were reliable in measuring the intended dimensions of work values, motivation, and self-efficacy. Therefore, the questionnaire was deemed valid and appropriate for use in the actual study.

The researcher then sought permission to conduct the study. A formal letter of request was prepared and addressed to the Schools Division Superintendent of the Schools Division of Capiz, seeking approval to administer the questionnaire. Upon approval, another letter of request was prepared and addressed to the Public Schools District Supervisors for their endorsement of the respective schools. After receiving their endorsement, the letter was presented to the different school administrators to properly schedule the administration of the questionnaires. The researcher personally distributed and retrieved the questionnaires from each school administrator and the sampled teachers in their respective schools. To ensure the ethical conduct of this study, the participants were asked to sign an informed consent form to express their willingness to participate. Data from the completed questionnaires were then encoded, tallied, and submitted to the statistician for analysis.

The data gathered were computed, analyzed, and interpreted with the help of a statistician. The data gathered from the participants were analyzed and interpreted through the following statistical measurements: 

Frequency count and percentage were used to determine and describe the socio-demographic profile of the participants in terms of sex, age, civil status, teaching position, highest educational attainment, and length of service. Mean was used to describe the level of work values, motivation, and self-efficacy of millennial teachers. The Pearson r Correlation was used to determine the relationship among the Level of Work Values, Motivation, and Self-efficacy of millennial teachers. The level of significance was set at 0.05. The data were analyzed using the Statistical Package for Social Sciences (SPSS) Software.

The level of work values of millennial teachers as a whole - and in terms of professional growth, inter-personal relationships, social environment, personal gratification, and work challenges - was very high.

This implies that millennial teachers have a deeply ingrained commitment to their professional growth, relationships, and overall job satisfaction. Their very high work values suggest that they are not only motivated by career advancement but also by the meaningful connections they establish and the sense of fulfillment they derive from teaching. The results indicate that millennial teachers thrive in environments that support collaboration, continuous learning, and personal gratification. Additionally, while they view work challenges as opportunities for improvement, providing adequate institutional support is crucial in sustaining their motivation and engagement. Ensuring access to professional development programs, mentorship opportunities, and a supportive work environment can further enhance their ability to navigate challenges effectively.

The findings affirm the conclusions of Menon and Kotze, (2023) who found that millennial teachers demonstrate a strong commitment to continuous learning, interpersonal rapport, and meaningful engagement in their professional roles. Their study revealed that millennial educators are motivated by the desire to evolve both personally and professionally, and they value career advancement through skill development.

Similarly, these findings are consistent with the results of Garcia and Padua, (2022) who assert that Filipino millennial teachers prioritize not only skill enhancement but also relational dynamics in the workplace. They discovered that these teachers thrive in environments offering emotional security, open communication, and collaboration. Specifically, they found that millennial teachers expressed high levels of job satisfaction when working in a school environment that fostered mutual respect and inclusivity.

This result supports the findings of Capalad, (2024) who found that millennial teachers place a high emphasis on professional development and a positive work environment. Capalads study emphasized that millennial educators prioritize career advancement and skill development, with significant motivation derived from continuous personal and professional growth. 

However, some studies present differing perspectives. Twenge and Campbell, (2018) argue that while millennials express a strong desire for career growth, they also expect rapid advancement and immediate rewards. When these expectations are not met, they may become disengaged or seek opportunities elsewhere. Kumar and Adhish (2018) also point out that although millennials value professional development, they often prioritize flexibility and work-life balance over long-term job stability, which may contribute to higher turnover rates. 

The level of motivation of millennial teachers, both overall and in terms of intrinsic and extrinsic factors, was also very high.

The very high mean scores in both Intrinsic Motivation (4.77) and Extrinsic Motivation (4.63) indicate that millennial teachers are driven by both internal desires, such as personal fulfillment and the meaningful impact they have on their students, as well as external rewards, such as professional recognition and career advancement. These results highlight that millennial teachers are not only committed to their personal growth and the fulfillment they derive from teaching but are also motivated by external factors like professional development and institutional support.

The high level of motivation, as indicated by the very high scores, points to strong job satisfaction and professional engagement among millennial teachers. These teachers find fulfillment in the positive impact they have on their students, taking pride in seeing them grow and succeed. Their motivation is deeply rooted in their belief in the value of education and their role as educators. They remain committed to the profession because they see teaching as meaningful and rewarding, beyond external incentives. Their passion for teaching drives them to create engaging learning experiences, continuously refine their instructional methods, and foster a supportive classroom environment. This strong sense of purpose and dedication highlights their intrinsic motivation, as they derive satisfaction from shaping students futures and contributing to their communities.

At the same time, extrinsic motivation also plays a crucial role in reinforcing their commitment to the profession. Recognition, career advancement opportunities, and access to resources that enhance teaching effectiveness contribute to their overall job satisfaction. Being acknowledged for their hard work, receiving positive feedback from students and parents, and having professional development opportunities available keep them engaged and motivated. The presence of external rewards, such as promotions and financial benefits, further strengthens their dedication, ensuring that their motivation remains sustainable over time. This balance between intrinsic and extrinsic motivation highlights the need for educational institutions to foster a work environment that nurtures both personal fulfillment and professional incentives. The results of this study indicate that millennial teachers exhibit exceptionally high levels of motivation, driven by both intrinsic and extrinsic factors. 

The result supports Ryan and Deci, (2017) assertion that intrinsic motivation fosters long-term commitment, creativity, and sustained engagement in teaching. Millennial teachers find fulfillment in shaping young minds, witnessing student progress, and making meaningful contributions to education, which reinforces their strong intrinsic drive. 

The level of self-efficacy of millennial teachers, as a whole and in terms of instructional strategies, management of student behavior, and engagement of students, was likewise very high.

This implies that millennial teachers are highly capable of using innovative teaching strategies to enhance student learning. Their high self-efficacy in instructional strategies reflects their ability to adapt lessons based on students immediate needs, simplify complex concepts into manageable steps, and use a variety of assessments to monitor student progress. They are also confident in integrating technology and interactive resources to make learning more engaging. Furthermore, they excel in providing constructive feedback that helps students understand and learn from their mistakes. Their ability to create a safe and motivating classroom environment ensures that students feel encouraged to participate actively in lessons.

In terms of managing student behavior, the very high efficacy ratings indicate that millennial teachers are proficient in establishing clear expectations and maintaining order in the classroom. They can effectively handle disruptions without losing control of the lesson, redirect students attention when they become distracted, and implement structured systems to ensure smooth classroom activities. Additionally, they are skilled in managing student behavior during group activities and independent work time, fostering a positive classroom culture where students feel respected and valued. Their ability to regulate students use of technology to prevent distractions further supports their effectiveness in maintaining an engaging and disciplined learning environment.

The very high efficacy for student engagement highlights millennial teachers ability to connect with and inspire their students. They demonstrate confidence in motivating even the most disengaged learners, encouraging them to see the value of their education. They are capable of fostering creativity and critical thinking, helping students develop a love for learning. Additionally, they actively collaborate with families to support student success and use a range of teaching strategies to cater to different learning styles. Their ability to provide meaningful feedback that encourages students to improve further reinforces their role as effective educators.

The results align with Tschannen-Moran and Hoy, (2018) assertion that highly efficacious teachers demonstrate resilience, adaptability, and greater effectiveness in the classroom. Millennial teachers confidence in instructional strategies supports the findings of Klassen and Durksen, (2022) who emphasized that teachers with strong self-efficacy actively experiment with different teaching methods, adjust lessons based on students needs, and simplify complex topics to enhance understanding. Their ability to engage students is consistent with Zee and Koomen, (2016) study, which found that teachers with high engagement efficacy foster a love for learning, provide motivating feedback, and create stimulating classroom environments that encourage student participation. 

In addition, these results align with Ryan and Deci, (2017) who emphasized that teachers with high self-efficacy are more creative, motivated, and engaged in their work, fostering sustained enthusiasm for teaching. Together, these findings support the idea that self-efficacy is a crucial factor in enhancing instructional effectiveness and ensuring long-term professional commitment. 

Furthermore, the work efficacy of millennial teachers, referring to their ability to efficiently manage their workload, balance various responsibilities, and adapt to the evolving demands of modern education, is crucial to their overall effectiveness. Teachers with high work efficacy are better equipped to manage multiple aspects of teaching, such as administrative duties, lesson planning, and supporting students. Millennial teachers, in particular, are adept at handling their responsibilities while continuing to positively influence student outcomes. Their confidence in using digital tools not only strengthens their instructional effectiveness but also contributes to their overall work efficacy by simplifying lesson delivery and enabling more personalized learning experiences for their students. This capacity to seamlessly integrate educational technology supports their ability to maintain student engagement, differentiate instruction, and meet diverse learning needs in real-time.

The significant positive correlation between work values and motivation suggests that millennial teachers who strongly align with their professional values tend to demonstrate higher levels of motivation in their teaching practices. This finding emphasizes the crucial role of intrinsic factors, such as personal beliefs, goals, and a sense of purpose, in driving teacher motivation. When teachers see their roles as more than just a job and view them as deeply connected to their values, they are more likely to be engaged and committed to their work. 

The significant positive correlation between work values and self-efficacy suggests that millennial teachers who strongly align with their professional values tend to have higher levels of confidence in their ability to succeed and manage challenges in the classroom. Teachers who perceive their work as meaningful and aligned with their values are more likely to believe in their professional abilities and teaching skills. 

The finding is consistent with research by Garcia et al. (2021), who demonstrated that teachers who find personal meaning in their work and feel their values are reflected in their roles exhibit higher levels of self-efficacy. In addition, it also aligns with Klassen and Tze, (2017) who found that teachers with a strong alignment between their personal values and teaching practices tend to experience greater self-efficacy, which translates to more effective teaching strategies and resilience in challenging situations.

The positive correlation between motivation and self-efficacy suggests that millennial teachers who are highly motivated to teach are more likely to believe in their ability to effectively manage their classrooms and implement successful teaching strategies. Intrinsically motivated teachers tend to show greater confidence in their teaching skills, leading to more effective educational outcomes. 

This supports the work of Deci and Ryan, (2017) who emphasized in their Self-Determination Theory that intrinsic motivation directly influences teachers self-efficacy, reinforcing their belief in their capacity to succeed in the classroom. Furthermore, it also supports research by Skaalvik and Skaalvik, (2017) which highlights that when teachers are intrinsically motivated, their belief in their ability to influence student learning and classroom dynamics increases, contributing to greater teaching effectiveness.  

Millennial teachers in the First District of Capiz demonstrate a strong commitment to continuous learning, consistently seeking opportunities to acquire knowledge and refine their skills. They thrive in collaborative environments, viewing teaching as a team effort rather than a solitary task. The positive relationships they share with both students and colleagues contribute to a nurturing and supportive work environment. Despite facing challenges such as heavy workloads, student diversity, and administrative demands, millennial teachers remain resilient, viewing these challenges as opportunities for growth rather than as obstacles to success. They are deeply motivated not only by external rewards, such as salary, promotions, and recognition but also by a genuine passion for their profession. They find joy in teaching and shaping young minds, seeing their role as more than just a job but a vocation and lifes work. This intrinsic motivation drives them to deliver engaging and meaningful lessons, even when faced with challenges. Their passion not only enhances the quality of their teaching but also enriches the learning experience for their students, fostering an environment where both teachers and students can thrive. They exhibit a high degree of confidence in their teaching abilities, enabling them to adapt their methods to suit diverse learning needs. They are not discouraged by challenges such as student behavior or heavy workloads; instead, they view these as opportunities to grow and refine their teaching skills. 

Their ability to maintain a positive and engaging classroom environment while delivering lessons that capture students attention speaks to their high self-efficacy. As role models and facilitators, they inspire students to think critically, dream big, and believe in their potential. The confidence these teachers have in their abilities not only enhances their performance but also positively impacts their students, helping them believe in their capabilities. Their strong sense of purpose and belief in their teaching skills enhance their ability to persevere and create meaningful learning experiences for their students. This interconnectedness between work values, motivation, and self-efficacy underscores the importance of supporting teachers holistically, ensuring that their professional growth, motivation, and confidence are nurtured. 

The researcher is indebted to those who help in the success of this research, particularly to the participants, who devoted their time answering the questionnaire and to Capiz State University.

The author confirms no conflict of interest.