Instructional Immediacy of Teachers and Stduents' Motivation in District 1, Davao City

At the heart of every thriving classroom is a powerful, often unspoken, connection between teacher and student. This study investigates the tangible impact of that connection, termed instructional immediacy, on the academic drive of students in District 1, Davao City. Using a quantitative descriptive-correlational design, this research measured how teachers' verbal and nonverbal behaviors—such as approachable body language, encouraging words, and genuine interpersonal warmth—create a classroom environment that either fuels or hinders student motivation. Through stratified random sampling, 170 secondary school teachers were selected to ensure a representative voice from across the district. The findings were unequivocal: teachers in District 1 consistently demonstrate high levels of instructional immediacy, actively working to reduce psychological distance and foster a supportive learning atmosphere. This positive environment was shown to have a profound and direct correlation with student motivation. Statistical analysis revealed a strong positive correlation (r = 0.75, p < 0.001), confirming that as teacher immediacy increases, so does student motivation. Delving deeper, the study found that immediacy behaviors most significantly boost students' intrinsic motivation (their inherent interest in learning) and self-efficacy (their belief in their own ability to succeed). A multiple linear regression analysis solidified that these two factors are primary drivers of overall motivation. These results provide compelling empirical evidence from the Davao context that how teachers connect with their students is just as critical as what they teach. The study concludes by highlighting the indispensable role of teacher immediacy in cultivating motivated, engaged, and confident learners.