February 2023

Low self-esteem of the learners because of the fears and hesitations to be given unpleasant marks needs to be addressed in the classroom setting. Assessment to teachers in terms of interpersonal skills and motivational skills is very relevant to determine its impact to the of teaching and learning process inside the classroom. With the use of the researcher-made questionnaire, learners were able to rate their teachers simultaneously after vernacular translation of the instrument, based on their observations and experiences. It used descriptive-correlational to describe the impact of the interpersonal skills and motivational skills of teachers in the field of teaching. Findings revealed that emotional intelligence, listening skills, classroom management skills and relationship with the students of the teachers have impact to the reward system, verbal appreciation and feedbacking approach as motivational skills of teachers in the class. Furthermore, interpersonal skills have no significant relationship to motivational skills of teachers. The high-performance rate of teachers in their interpersonal skills did not support the idea of having high performance rate in their motivational skills and vice versa.

Despite numerous efforts and substantial funding, the academic interest and performance of youth from historically marginalized classes (African American, Native American, Latino and Indigenous) along with racial minorities and women in science, technology, engineering and mathematics (STEM), statistically portrays a large variation in comparison to White and Asian counterparts. These discrepancies can be attributed to some extent to cultural factors which prevents the racial minorities from entering or persisting in the lucrative fields of science, technology, engineering and mathematics (STEM). Comprehending the potency of Culturally Responsive Teaching (CRT), some major technology enrichment programs reformed the Computer Responsive Pedagogy (CRP) principals to incorporate a Culturally Responsive Computing (CRC) environment for the subjugated class. Culturally responsive computing (CRC) needs to be re-conceptualized as an exploratory change agent in intersectionality, innovation and community advancement through techno-social engagement by regulating existing programmatic, theoretical and methodological doctrines.