Analyzing the Relationship between Senior High School Teachers’ Extent of Application of the Linguistic Intelligence and the Student Motivation in the Classroom
The study aimed to analyze the relationship between senior high school teachers’ extent of
application of the Linguistic Intelligence theory and their perception regarding student motivation in
the classroom.The motivation of the study focuses on how the linguistic intelligence affects the
delivery of instruction and the possible teaching technique and innovation for the teachers. The study
used the descriptive-correlational method of research, and Kendall Tau b was used to establish the
connection for the interpretation and implications of such findings. It is discovered that teachers'
levels of perception about student motivation, their levels of self-efficacy for motivating students, and
the strategies they employ in the classroom are significantly and directly related to the extent to
which they apply the linguistic intelligence theory in the classroom. Additionally, there was a
substantial and direct correlation between their level of perception of student motivation, their level
of self-efficacy in inspiring students, and the methods they employ in the classroom. This research
implies that teachers employ tactics and seek to coordinate their work with the factors they believe
motivate their students. A study on the effects of technology on linguistic intelligenceand other
Multiple Intelligence procedures might be carried out to assist teachers in bettering their
comprehension of their student
