Chapter 1
The Problem and Its Background
Introduction
Motivation is a crucial factor in any human activity. This is because motivation is a determinant factor towards employee performance, a key that dramatically influences organizational performance. Motivation is a catalyst that makes possible the attainment of tremendous employee productivity and operational efficiency. This is a reality that has been proven by countless of researches and studies in the field of organizational behavior, psychology and business. In all these researches and studies, it is shown that motivation enables people to achieve remarkable feats at work, to cope and withstand stress, to innovate new methods and procedures to enhance efficiency and effectiveness and to make work fun and enjoyable for the employee and as well as for those people in the work place. These notable findings are equally true in any field of human endeavor be it in the field of science, business, entertainment, politics and education.
The importance of motivation is nowhere more pronounced than in the field of education, specifically in teaching. Motivation in the field of education is important for several reasons. First, motivation is a necessary quality in a teacher because it is the fuel of the teacher’s enthusiasm to teach his or her students. It is also motivation that reinvigorates the teacher’s commitment to the teaching profession. Second, the motivation of the teacher affects the students’ learning and performance in one way or another. Ignoring teacher motivation as a determinant in the students’ learning and performance in the classroom is therefore unwise. Third, motivation enables teachers and school administrators to carry out their tasks with zeal and this is highly manifested in their collaboration to set and improve standards of excellence in their school; in their partnership in crafting new teaching methods and approaches to make teaching inspiring for teachers and learning meaningful to students; and in the quality of their teamwork.
If job performance quality is seen as a long-term and beneficial to the overall effectiveness of an organization, what are the factors contributing it? Hiring the right people can be the first step to bring immediate effect, but as mentioned, job performance quality is a school culture in achieving the goal of excellence. It was observed that quality in job performance involves intrinsic motivation, in fact, school like Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City seldom reward consistent good service by financial means. Display of such behavior is, therefore, more likely based on its own good intention to the school. It is therefore postulated that a satisfied employee is more work-oriented and consider long-term organization benefit, rather than self short-term progress.
What are the factors that increase intrinsic motivation that lead to higher quality at work? If the rewards do not directly relate to the kind of required performance, it is tended to perceive a weaker association between the level of rewards and performance. As such, an employee with high job satisfaction may display quality service as intrinsic motivators to work whereas their job performance, a product of extrinsic motivator may not be reflected. Similarly, an aspect of work can be undermined by a work environment that is unsupportive of individual’s value in the work and that places a heavy emphasis on other motivators. If so, in an environment whereas extensive emphasis is placed on job performance, their intrinsic values of displaying good service may be undermined.
Why does a happy employee who is satisfied with the work and the school is more willing to work good without extra financial reward? Employee satisfaction has always been a central problem for employers as it has various impact on progress, it affects how willing employees are performing their duties, how many effort they will extend, and how well they perform it. Human motivation to work can be categorised into two distinct types: intrinsic motivation, the intrinsic value of the work of the individual (such as interest value) and extrinsic motivation, the desire to gain some outcome (e.g. rewards) apart from the work itself. Employee satisfaction also covers its intrinsic and extrinsic values that are reflected from the job. Intrinsic values include recognition, increased responsibility, advancement, good interpersonal relationship and extrinsic values include salary and bonuses. Intrinsic motivators can be independent to extrinsic motivators as these persons are satisfied in the way they are rewarded.
There has been extensive coverage in research and studies that associate employee satisfaction with job performance. However, it is as of same importance that if employee satisfaction covers different aspect of motivators that result to, not come with better performance, the level and aspect of employee satisfaction and its impact on performance should be studied.
Actually, in any school organizations, the human capital is one of the most important and crucial resources that an organization possess. This resource oversees the primary functions of management, operations and all other tasks in the organization that directly need human attention. With the changing nature of organizations there must also be a complementary change that accompanies this in terms of employee development and motivation. Basically, advancement in all the departments of the organization must be made in order to stay in the hunt. All the factors of development must be considered and given a consideration. In this regard this paper aimed to determine the role of motivation to the job performance of teaching and non-teaching personnel of Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City. For teaching personnel, it is assumed that there are two existing motivators that affect their job performance i.e. (1) to teach for students’ achievement and (2) to teach for earnings and sustenance. For non-teaching personnel, on the other hand, it is assumed that they are working for pay only.
Statement of the Problem
This study aims to determine the factors that relationship affects the level of motivation and job performance of the personnel of Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City. It attempts to evaluate the role of motivation to the job performance of both teaching and non-teaching personnel of the said school.
Specifically, the study seeks to answer the following questions:
Hypothesis
The study will attempt to test the following null hypotheses:
HO1: There is no significant relationship that exists between the level of motivation and level of performance of teachers of Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City.
HO2: There is no significant relationship that exists between the level of satisfaction and perception towards work values of non-teaching personnel of Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City..
Significance of the Study
This study is significant for several reasons. This study will primarily benefit the stakeholders of the special education schools involved in this study. Stakeholders such the school owners, school administrators, teachers, parents and students will stand to benefit from the result of this study.
School owners will find this study useful because this study will provide them insight as to the level of motivation their teachers have in their school and provide answers as to how can they possibly enhance or maintain those levels of motivation. School administrators will also benefit from this study because it will provide them vital information as to the factors that provide the highest motivation to their teachers in their respective schools and relentlessly seek to find ways in order for those factors to continuously motivate their teachers. Teachers will find importance in this study by knowing whether their level of motivation will have a bearing on the level of teaching performance. This is important because they need to be able to find ways as to how they can prevent their level of motivation from adversely affecting their teaching. Parents can make this study an opportunity for learning by knowing exactly whether there is indeed a relationship that exists between teachers’ level of motivation and their children’s learning. Most importantly, the students involved will also benefit from this study because the results of this study can be used in improving their learning. Moreover, it is them who are the ultimate beneficiary for which this study was initiated and designed.
Scope and Limitation of the Study
The study aims to have, as its respondents, all full-time teachers of Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City. Should the researcher encounter a scarcity in number of respondents within the area, the researcher will include part-time teachers of Our Lady of Guadalupe Colleges, Inc.
The reason for this limitation is enable the study to obtain a level of focus that will not be otherwise possible with a scope that includes a broader area or territory of concern. Moreover, a heterogeneous mixture and number of respondents such as those full-time and part-time teachers of Our Lady of Guadalupe Colleges, Inc. will require tremendous logistical requirements that are well beyond the economic resources available for this study. Besides, it is unwise to conduct a research that renders it logistically impossible for the researcher to pursue given a limited capability and resources.
Another equally important reason for the delimitation is the scarcity of resources. The researcher can not afford to conduct a study with an immensely wide scope as this will drain resources without the certainty that the resources will suffice towards completion. This research study only covers the role of motivation to job performance of teachers in Our Lady of Guadalupe Colleges, Inc., Mandaluyong City. The outcome of this study is limited only to the data gathered from books and journals about motivation, job performance and from the primary data gathered from the result of the questionnaire survey and interview that will be conducted by the researcher.
Chapter 2
Review of Related Literature
Related Literature
This study primary involves the concept of motivation, job performance and job satisfaction. A discussion of the different and relevant concepts of motivation and job performance is therefore highly imperative because these relevant issues will shed light in the progress of this study.
Motivation Theories
The word “motivation” is often used to describe certain sorts of behavior. A student who studies hard and tries for top grades may be described as being “highly motivated”, while her friend may say that he is “finding it hard to get motivated” to study for an exam or to start an assignment. Such statements imply that motivation has a major influence on our behavior but they don’t really tell us how. While it is easy to see the things that a person does, it is much harder to guess at why they are doing it. As an example let us look at our hard-working student. It may be that that student is working hard because she wants to get high marks, but it might also be that she really enjoys learning that subject. She may be striving for high marks because she wants to impress her friends or because she wants a good job, so that the marks themselves are really a step toward another goal. It is dangerous to assume that you know what is motivating someone because you really can’t “read their mind”.[1]
Motivation is also behavioral specific.[2] Motivation is a function of the interaction among t\internal or dispositional factors and external factors or situational factors. Examples of internal factors are cognitive style, and personality, self concept, attitudes and values. Examples of external factors are reward system, leadership style, job design and culture.
Motivation and satisfaction are related but distinct behavioral forces with different determinants and different outcomes. Motivation is a behavioral force that energizes, directs, and sustains behavior. It is also future directed. Some source of motivation is necessary for extra role behavior to exist.[3] Job satisfaction is a work related attitude which is generally believed to be formed on the basis of satisfaction with the following word facets: pay satisfaction, leader satisfaction, work (task) satisfaction, and co-worker satisfaction. Like all attitudes, job satisfaction is comprised of a number of attitudinal components such as: cognitive component of satisfaction; affective component of satisfaction, and evaluative component.[4]
The cognitive component of satisfaction is a cognitive component of the degree to which work expectations has been met. Affective component of satisfaction is the feeling toward the organization or facets of work. Generally based on the degree to which individual’s self concept is affirmed. High satisfaction manifests a positive affective state.
Satisfaction is present directed. An often accepted premise is that increasing satisfaction increases motivation. Scholl reject this kind of premise. According to him, increasing individuals’ satisfaction with work (often by eliminating sources of dissatisfaction and grievances) generally does not increase their level of extra role behavior. The effects of dissatisfaction are generally manifested in the membership decision and possibility of the reduction of motivation created by some motivating force.[5]
Among various behavioral theories long generally believed and embraced by American business are those of Frederick Herzberg and Abaraham Maslow. Herberg, a psychologist, proposed a theory about job factors that motivate employees. Maslow, a behavioral scientist and contemporary of Herzberg’s developed a theory about the rank and satisfaction of various human needs and how people pursue these needs. These theories are widely cited in the business literature.[6]
Herzberg’s theory of motivators and hygiene factors
Herzberg constructed a two-dimensional paradigm of factors affecting people’s attitudes about work. He concluded that such factors as company policy, supervision, interpersonal relations, working conditions, and salary are hygiene factors rather than motivators. According to the theory, the absence of hygiene factors can create job satisfaction, but their presence does not motivate or create satisfaction.[7]
In contrast, he determined from data that the motivators were elements that enriched a person’s job he found five factors in particular that were strong determiners of job satisfaction: achievement, recognition, the work itself, responsibility, and advancement. These motivators (satisfiers) were associated with long-term positive effects in job performance while the hygiene factors (dissatisfiers) consistently produced only short-term changes in job attitudes and performance, which quickly fell back to its previous level.[8]
In summary, satisfiers describe a person’s relationship with that she or he does, many related to the tasks being performed. Dissatisfiers , on the other hand, have to do with a person’s relationship to the context or environment in which she or he performs the job. The satisfiers relate to what a person does while the dissatisfiers relate to the situation in which the person does what he or she does.[9]
Maslow’s hierarchy of needs
In 1954, Maslow first published Motivation and Personality, which introduced his theory about how people satisfy various personal needs in the context of their work. He postulated, based on his observations as a humanistic psychologist, that there is a general pattern of needs recognition and satisfaction that people follow in generally the same sequence. He also theorized that a person could not recognized need was substantially or completely satisfied, a concept called prepotency. Maslow’s hierarchy of needs is shown in Table 1. It is often illustrated as a pyramid with the survival need at the broad-based bottom and self-actualization need at the narrow top.[10]
Table 1
Maslow’s Hierarchy if Needs
Level
Type of Need
Examples
1
Physiological
Thirst, sex, hunger
2
Safety
Security, stability, protection
3
Love and
Belongingness
To escape loneliness, love and be loved, and gain a sense of belongingness
4
Self-esteem
Self-respect, to respect others
5
Self-actualization
To fulfill one’s potentialities
Source: Gawel, Joseph E. Herzberg’s theory of motivation and maslow’s hierarchy of needs. Practical Assessment, Research & Evaluation, 1997.
Related Study
In this section, articles and studies regarding job satisfaction, employee motivation and employee dedication had been cited, all of which are relevant in the direction of this study.
Understanding Job Satisfaction
Job satisfaction is one of the most important attitudinal issues in the workplace that managers face.[11] In fact, Tietjen and Myers said the instilling of job satisfaction within workers is a crucial task of management, as satisfaction spawns confidence, loyalty and ultimately improved quality in the output of the employed.[12]
What is job satisfaction anyway and how can it be achieved and measured?
Job satisfaction is believed to be the positive affect of employees toward their jobs or job situations.[13] Accordingly, general researchers basically perceive job satisfaction as a general attitude, rather than specific or actual, thus, it is constant across different jobs “due to attributes of personality and other dispositions, positive affectivity, job characteristics, time lag between different job satisfaction surveys, locus of control, and self-esteem”.[14] Moreover, job satisfaction mediates the relationships between one individual worker with work conditions, and organizational and individual outcomes as illustrated in the paper of 2001; 2002; 2000. In view of all these, it is thus not surprising why the concept is one of the best-researched concepts in work”
According to several studies, job satisfaction and work turnover has an inverse relationship with each other. There are substantial evidences pointing out to job satisfaction as a factor that makes individuals more committed to an organization, and also, there are evidences that people with higher levels of job satisfaction demonstrate decreased propensity to search for a job and decreased propensity to leave ( 1993; 1990; 1996; 1994; 2001). Other factors such as absenteeism and performance had also been related to job satisfaction (1985; 1991; 1985; 1986).
Meanwhile, there are organisational researches that have accordingly identified possible forerunner constructs to job satisfaction. Boles and his colleagues (2001) cited the following as examples: Johnston and his colleagues’ (1990) research which associates supportive supervision to increased job satisfaction; (1996) research that identifies other supportive aspects of the work environment as a cause of higher levels of job satisfaction; and (1983) study, which claims that role stress is negatively related to job satisfaction. On the other hand, most previous studies have accordingly not included work-family or family-work conflict as possible predictors of job satisfaction (2001).
Defining Motivation
What is Motivation?
The relationship between people and their work has long attracted psychologists and other behavioral scientists. In fact, at the onset of the 20th century, there are a number of surveys and studies carried out to discover the relationship between the better performance and the suitable motivation. Therefore, before proceeding with the discussion on employee motivation, a discussion on motivation, in general, will be given first.
Motivation has been given a wide array of definition given its broad and complex nature. As said ‘the search for a generalized theory of motivation at work appears to be in vain’.[15]
For Robbins, motivation is defined as: “The willingness to exert high levels of effort toward organizational goals, conditioned by the effort’s ability to satisfy some individual need”. [16]
Another definition has been given by , who defined motivation as “the set of processes that arouse, direct and maintain human behaviour toward attaining some goal”.[17] This definition includes three key essential aspects: arousal (i.e., the drive/energy behind people’s actions such as their interests to do the things or they do it just want making a good impression on others or to feel successful at what they do); direction (the choices people make to meet the person’s goal); and, maintaining behavior, which could keep people persistent at attempting to meet their goal and thus satisfy the need that stimulated that certain behavior in the first place.[18]
Motivation has also been defined as ‘the degree to which an individual wants and chooses to engage in certain specified behaviors’.[19] Emphasizing this definition are four common characteristics: first, motivation is typified as an individual phenomenon (i.e., every person is unique and all the major theories of motivation allow for this uniqueness to be demonstrate in one way or another); second, motivation is described, usually, as intentional (i.e., motivation is assumed to be under the worker’s control, and behaviors that are influenced by motivation, such as effort expended, are seen as choices of action); third, motivation is multifaceted; and finally, the purpose of motivational theories is to predict behavior (i.e., motivation is not the behavior itself, and it is not performance; rather, motivation concerns action, and the internal and external forces that influence a person’s choice of action).[20]
Since motivational theories have already been mentioned, several of them had been cited for this study. There is the Goal theory, developed in the late 1960s by . The theory contends that intentions to work toward a goal are a major source of work motivation (i.e., the goal will tell the people what needs to be done and how much effort will need to be put in order to fulfill the goal and target of the organization). [21] Meanwhile, to apply goal setting, there are several vital steps: (1) diagnosis for readiness; (2) preparing employees via increased interpersonal interaction, communication, training, and action plans for goal setting; (3) emphasizing the attributes of goals that should be understood by a manager and subordinates; (4) conducting intermediate reviews to make necessary adjustments in established goals; and (5) performing a final review to check the goals set, modified, and accomplished.[22]
Another significant theory on motivation is the social learning theory. The theory proposes that people develop expectations about their capacity to behave in certain ways and the probability that their behavior will result in rewards; now, when a person meets a standard of behavior, that person rewards himself or herself with increased personal satisfaction and enhanced self-image.[23]
Also worth mentioning for this part is the Deci’s Cognitive Evaluation Theory, which argues that there are two kinds of motivation affecting a person’s behaviour: the intrinsic and extrinsic motivation. According to , human beings have two basic, survival-oriented needs: the need for Competence and the need for Self-Determination. As a result, every person tries to find situations that will challenge him to a certain extent; this challenge will be met by the person (or at least, he will try to).[24] Herein now enters the intrinsic and extrinsic motivation that predicts a person’s behavior.
Intrinsically motivated behavior is the behavior that a person chooses so that he may feel competent and self-determining, although this is being affected, every now and then, by primary drives like hunger and thirst, so there’s a need for contingent financial reward. However, if a contingent financial reward is tied to intrinsically motivated behavior, the person will not credit the cause of his/her behavior to himself/herself anymore, but to the external source, so the level of intrinsic motivation decreases. [25]
Only when employees are motivated can they function in ways towards positively to the organization goals to make sure the business to remain viable and growth. However, different people may have different motivators (or at the different step of the of the motivation hierarchy) and one thing which motivates one particular group of people may not necessary to be the motivators for another group of people.
Accordingly, there are different kinds of reward systems and factors that may possibly trigger employee motivation. These include: gain sharing (i.e., some kind of sharing of rewards from involvement); employee ownership; pay for knowledge (i.e., “non-traditional compensation practices that tie base wages and salaries to knowledge and skill rather than to position or the job actually performed”); group cohesiveness (i.e., “the sense of team spirit, and the willingness of its members to coordinate their efforts”); employment security; and, guaranteed individual rights.[26] Levine further said that there are new forms of rewards systems that are particularly important nowadays, as the traditional rewards systems focus on individual achievement and the skills used at the current job and therefore may not be anymore applicable with the new forms of works and workplaces.[27]
On the other hand, Hong and his colleagues conducted a study in order to understand the impact of employee benefit on employees’ work motivation and productivity. They contend that everyone works in expectation of some rewards, and welfare is one of them. In order to fulfill their research aim, the said group sent questionnaires to corporations that had undertaken employee benefit programs.[28]
Hong and his colleagues found out that employees who receive better implemented benefit programs tend to perceive less impact of benefit programs implementation on job performance; this is because when a certain program is adopted, employees’ demand for it decreases, as does its perceived impact on performance, and vice versa.[29]
Other significant findings include: (1) employee benefit programs have greater impact on work-motivation than on productivity; monetary benefit programs are most highly valued by both executives and workers; (2) there is a cognitive gap between management and worker on the importance of employee benefit programs; (3) there are differences between employee benefit needs of females and males as a result of different social roles; (4) single employees perceive more employee benefit impact on job performance than married ones; (5) employees with different education levels perceive different employee benefit impact; (6) employees with different positions perceive different employee benefit impacts; and finally, (7) employee benefit programs have greater influence on job performance of younger employees.[30]
The Importance of Employee Dedication
According to Risher, an important step in understanding employee motivation is the way they feel about their jobs; thus, during the 1950s, at the onset of employee research, many researchers had linked motivation with job satisfaction, where findings had showed that the specific factors that contribute to job satisfaction include: achievements, recognition, responsibility, opportunities for advancement, and the work itself.[31]
Nevertheless, in the recent times, the focus of employee research had accordingly shifted to employee commitment, which has been defined as “engagement plus dedication”, and this is because of two reasons: first, employees who identify with the goals of the organization and are proud to with the organization are intentionally engaged; and second, a dedicated employee is willing to put discretionary energy behind something without being monitored or supervised, i.e., the individual works hard because he/she believes in the goals of the organization.[32] Therefore, these two actions—intentional engagement and discretionary energy—are accordingly obvious whenever someone works hard to accomplish something.
On the other hand, Watermen and Watermen said that excellent companies in the contemporary times are those with good management practices and more importantly, those who draw out employee dedication by implementing flexibility, an informal atmosphere, and management involvement.[33] In particular, excellent companies are characterized by: having a bias for action; being close to their customers; encouraging autonomy and entrepreneurship; perceiving employees as the source of quality and productivity gain; being value driven; focusing on what they do best; keeping a simple form and a lean staff; and, having simultaneous loose-tight properties.[34]
Reflecting on these views, one will surmise that on of the goals of organizations is to draw dedication from their respective employees, because they view that with dedicated employees, the goals and objectives of the organization will thus be achieved. More importantly, employee dedication is seen to be an important component in gaining employee commitment. Employee commitment is accordingly a powerful motivator as compared to job satisfaction, because even if job satisfaction is undoubtedly important and clearly contributes to a healthy work experience, when employees are committed to the success of the organization, and know they are trusted to tackle problems, they are willing to do almost anything necessary for continued success.[35]
Meanwhile, Shepherd and Matthews said the use of the term commitment to describe very different constructs has led to considerable confusion in the literature; that is, many researchers have developed definitions identifying the key characteristics considered to be demonstrated by committed individuals, yet there are notable differences between the various conceptualizations of commitment.[36] Nevertheless, there are different approaches available to defining employee commitment. These include: attitudinal commitment (examining the concept of employee commitment through an individuals’ attitudes and feelings towards his or her employing organization; normative commitment, i.e., “… the totality of internalized normative pressures to act in a way that meets organizational goals and interests and suggests that individuals exhibit behaviors solely because they believe this is the right and moral way in which to behave”; behavioral commitment, which develops as a result of an individual’s past actions which are ultimately binding and occurs “… when an individual has identified himself with a particular behavior” and adjusts his attitude to fit that behavior; and, calculative commitment (defining commitment in calculative terms, which involves the number of investments an individual makes as a result of their employment with an organization and the associated costs of leaving their current organization, together with their perceived availability of other job alternatives.[37]
Theoretical Framework
The theoretical framework of this study is anchored on Fredericks Herzberg’s Two Factor Theory of Motivation. Herzberg conducted a study where he made intenseive analysis of 200 Engineers and Accountant in nine lift companies in Pittburgh USA. He asked people to describe a few job experiences in which they felt were “exceptionally good” or “exceptionally bad” about their job. Conditions in the work environment would affect one or the other of these needs. Work conditions related to satisfaction of the need for psychological growth were labeled motivation factors. Work conditions related to dissatisfaction caused by discomfort or pains. Each set of factors to one aspect of what Herzberg identified as the human being’s dual nature regarding work environment. Thus, motivation factors relate to job satisfaction, and motivation factors relate to job dissatisfaction. These two factors is shown on Figure 1 (Theoretical Framework Model).
Motivational factors are capable of having positive effect on job satisfaction and increasing the total output.[38] Job satisfaction is produced by building motivation factors into a job, according to Herzberg. This process is known as job enrichment. The motivation factors were identified as achievement, recognition, work itself, responsibility, advancement, and growth. Theses factors relate to the content of the job and what the employee actually does on the job. When these factors are present, they lead to superior performance and effort on the part of job incumbents. These factors directly influence the way people feel about their work. Motivation factors lead to positive mental health and challenge to people to grow, contribute the work environment, and invest themselves in the organization.
According to the theory and Herzberg’s original results, the absence of these factors does not lead to dissatisfaction. Rather, it leads to the lack of satisfaction. These motivation factors are the more important of the two sets of factors, because they directly affect a person’s motivational drive to do good job. When they are absent, the person will be demotivated to perform well and achieve excellent. Basically, job satisfaction occurs when the motivation factors are either not present or not sufficient. The hygienic factors which are part of motivation factors were company policy, administration, supervision, interpersonal relations, working conditions, salary, status, and job security. These factors relate to the context of the job and may be considered support factors. They do not directly affect a person’s motivation to work but influence the extent of the person’s discontent. Theses factors cannot stimulate psychological growth or human development. They may be thought of as maintenance factors, because they contribute to an individual’s basic needs. Excellent hygiene factors result in employees’ are being not satisfied and contribute to the absence of complaints about theses contextual considerations.
The choice of Herzberg’s Theory over Mallow’s was made to distinguish the measuring of needs in explaining people’s level of motivation. That is, Herzberg identified specific factors within context and studied whether or not these served as work motivators.
This study assures that Herzberg’s Two Factor Theory of Motivation is applicable and has important implications in measuring the relationship between level of motivation and job performance. That is using the theory would guide hypothesizing how the level of motivation relates with specific work related factors.
Conceptual Framework
The conceptual framework of this study is based on the belief that there exists a relationship between the level of motivation among teaching and non-teaching personnel affects their job performance. This is the conceptual paradigm that this study adopts and uses throughout the course of the study.
The conceptual framework that will be used in the study is the Input-Process-Output Model. In the IPO model, a process is viewed as a series of boxes (processing elements) connected by inputs and outputs. Information or material objects flow through a series of tasks or activities based on a set of rules or decision points.[39] Flow charts and process diagrams are often used to represent the process.[40] What goes in is the input; what causes the change is the process; what comes out is the output. [41]Figure 1 illustrates the basic IPO model:
Figure 1- Input – Process – Output Model
The IPO model will provide the general structure and guide for the direction of the study. Substituting the variables of this study on the IPO model, the researcher came up with the following:
INPUT PROCESS OUTPUT
Figure 2 – Conceptual Framework Model
The input variable of the study will be the level of motivation of OLGC personnel which is measured in terms of Herzberg’s motivational factors. The variables are the following (1) amount of challenge in one’s work; (2) achievement; (3) growth in the job; (4) responsibility; (5) advancement; and (6) recognition; (7) status; (8) interpersonal relations; (9) quality of supervision; (10) policy and administration; (11) job security; and (12) salary.
The output variable of the study is the level of performance which is measured in terms of efficiency indicators that is customarily used for both teaching and non-teaching personnel evaluation at Our Lady of Guadalupe Colleges, Inc.
The hypothesized relationship between level of motivation and level of job performance was explained by Herzberg’s Two-Factor Theory wherein workers who finds their work challenging and satisfying and who can reasonably expect accomplishment and rewards for quality performance would be more inclined and determined to exert their best efforts in their task.
Definition of Terms
A great number of definitions in this study are adopted from its progenitor study conducted by . These adopted definitions will later be modified as the research progress to reflect the fact that most of these definitions apply only for the regular collegiate faculty. However, in this thesis proposal, these definitions will be adopted as they were found in the progenitor study.
There are also definitions in this study that are not lifted from the study and are researched and adopted by the researcher from other literature found in the internet.
MOTIVATION – refers to the factors within an individual which arouse, maintain and channel behavior towards a goal.
HYGIENE FACTORS – refers to maintenance factors or those aspects surrounding the task which can prevent discontent and dissatisfaction but will not in themselves contribute to psychological growth and hence motivation. This is an aspect of Herzberg’s theory of motivation that focus on the work setting and not the content of the work; these aspects include adequate wages, comfortable and safe working conditions, fair company policies, and job security.
MOTIVATOR FACTORS – refers to factors result from internal generators in employees, yielding motivation rather than movement. These factors include challenge in work, achievement, growth in the job, responsibility, advancement, and recognition.
PERFORMANCE OR EFFICIENCY – refers to the ability of teachers to attain his or her instructional objectives as well as to deliver his or her instructional content through the use of teaching procedures, medium of instruction, instructional tools and classroom management approaches thereby fostering student learning.
ACHIEVEMENT – refers to the feeling that one has been successful in the past and will probably be in the future.
ADVANCEMENT – refers to the opportunities that a job affords a person for growth in a career ladder.
ATTAINMENT OF INSTRUCTIONAL OBJECTIVES – refers to the degree to which the curricular objectives are clear and specific, sound and based on actual needs, comprehensive and known and understood by the students.
CHALLENGE IN WORK – refers to the degree by which a certain task may be perceived by the worker as meaningful and appealing based on how this is able to provide him with manageable opportunities to harness his creative potentials.
CLASSROOM MANAGEMENT – refers to the extent to which the following criteria are achieved: orderliness and cleanliness, aesthetic appearance, freedom from disturbance, presence of human atmosphere that is congenial and conducive to learning.
DELIVERY OF INSTRUCTIONAL CONTENT – refers to curricular content suited to the students’ needs, level of understanding, appreciation and level of action.
EFFICIENCY OR PERFORMANCE – refers to the ability to achieve desired results with economy of time and effort in relation to the amount of work accomplished.
GROWTH IN THE JOB – refers to the extent to which a certain task provides a person the opportunity to develop his personality and realize his potentialities.
INTERPERSONAL RELATIONSHIP – refers to an area of concern as to whether people get along well together resulting from their knowing how to work with the group or an individual.
JOB SECURITY – refers to the extent to which employees feel secure in their jobs and perceive a sense of permanence or stability.
LEVEL OF MOTIVATION – refers to the degree, quality or extent by which an individual is propelled or induced to perform in order to satisfy his need or want. In this study, it refers to the manner in which one’s perception or feeling about a certain condition contributes to one’s teaching.
MEDIUM OF INSTRUCTION – refers to the use of concrete imaginative and interesting language that makes information comprehensible to students.
MOTIVATIONAL FACTORS – refers to any consideration object or idea prompting an individual to act or moving him to do what his leader wants to be accomplished. In this study, it can be hygiene factors or motivator factors or likewise known as satisfying factors.
POLICY AND ADMINISTRATION – refers to the guidelines and procedures that a person has to observe or abide within a given workplace.
QUALITY OF SUPERVISION – refers to the kind of management that a teacher experiences from his immediate superiors and persons in charge of administering the school.
RECOGNITION – refers to whether or not a person perceives himself to have been appreciated, praised or rewarded for having done a good job.
RESPONSIBILITY – refers to the degree of participation that an individual is given the chance to make towards the attainment of a larger goal, often accompanied by expectations of accountability.
SALARY – refers to the monthly income being received by an employee from his job.
STATUS – refers to how a particular job affords a person a level of social standing, usually based on his relative position with respect to other workers.
STUDENT LEARNING – refers to the evidence of learning among students manifested in terms of their ability to profess the skills taught to them by their special education teachers.
TEACHING EFFICIENCY OR PERFORMANCE – refers to one’s competence in teaching as measured by the teaching efficiency or performance rating criteria. It includes the following: (1) teacher’s attitude; (2) attainment of instructional objectives; (3) delivery of instructional content which includes (3.1) teaching procedures; (3.2) medium of instruction; (3.3) use of instructional tools; and (3.4) classroom management and (4) student learning.
TEACHER’S ATTITUDE – refers to the disposition of the teacher with respect to the performance of his duties and responsibilities as a teacher manifested through punctuality, enthusiasm and vitality, sense of humor and demeanor towards students.
TEACHING PROCEDURES – refers to the methods and techniques applied in teaching which should reflect the teacher’s mastery of the subject matter, evidence of careful planning, organization of the lesson, correlation of subject matter to its broader aspect and provisions of individual differences.
USE OF INSTRUCTIONAL TOOLS – refers to the effective and economical utilization of multi-media to arouse student interest and reinforce learning.
Chapter 3
Methodology
This chapter presents the research design used, the method of selecting the respondents or participants of the study, the data-gathering procedures employed, the kind of instrument utilized in data gathering and its process as well as the statistical treatment that was applied in analyzing and interpreting the data requirements of the study.
Research Design
The descriptive method of research is employed in this study to describe the status of the respondents in terms of their level of motivation and teaching performance. Descriptive research, otherwise known as non-experimental or correlational research, deals with the relationship between the variables, the testing of hypothesis and the development of generalizations, principles or theories that may have universal validity.[1] The real meaning of data collected must be evaluated and reported from the perspective of their corresponding objectives. The descriptive method of research lends itself very much to this kind of research because of its fact-finding and logical methods as well as procedures.[2]
It is for this reason that the researcher applies this method of research. Moreover, this is also the method used by its progenitor study and the researcher believes that the application of a similar method of research is not only appropriate but also necessary due of the nature of the study to be conducted. Like any research, the nature of this study requires a scientific approach that is very much a characteristic of the descriptive method. The procedure of which are as follows: an analysis of the present situation, identification and definition of the problems, selection of appropriate sources of data, adoption of data-gathering procedures, employment of techniques for data analysis and interpretation as well as the drawing of valid conclusions.[3] Since this is a correlational study, the descriptive method is clearly the most appropriate to use as a method of research.[4]
Respondents and Subjects of the Study
The respondents of the study consisted of all the full-time teachers of Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City. Since the population of the respondents is coming 100% teachers of Our Lady of Guadalupe Colleges, Inc., complete enumeration is the method employed in the selection of respondents for the school year 2005-2006.
Data-Gathering Procedures
In order to gather data, survey questionnaires and documentary analysis will be used. Survey questionnaires will be used to gather data regarding the level of motivation teachers of Our Lady of Guadalupe Colleges, Inc. Documentary analysis will be used to obtain data about the level of performance of Our Lady of Guadalupe Colleges, Inc. teachers. The documentary analysis will be based on the teachers’ ratings given by their respective supervisors or heads when they conduct the teaching evaluation and observation in their respective department. Both the survey questionnaires and the documentary analysis will be based on the questions to be given by the researcher. This is done for purposes of uniformity.
Research Instruments
In this study, survey questionnaires and teacher evaluation rating sheets will be used to obtain the much needed data. A discussion of how both of these sets of instruments will be designed and employed will follow.
Survey Questionnaire. The survey questionnaire will parallel the survey questionnaire of its progenitor study but modifications will be made to specifically adapt or suit to the case teachers of Our Lady of Guadalupe Colleges, Inc. teachers. In terms of content, the questionnaires will bear much resemblance except in cases where modifications will be made. However the questionnaires will be validated by Academicians coming form the University of the Philippines. Their expertise will surely be useful in determining whether the question will prove appropriate and reliable in the conduct of this study. In addition, these questionnaires will be submitted to the thesis adviser for further comments and suggestions. The final questionnaire will then be reproduced and distributed to all the teaching personnel (i.e. general education and clinical) and non-teaching personnel of Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City.
The questionnaire is an information sheet which aims to gather the respondent’s perceptions regarding their level of motivation with respect to job satisfaction, and Filipino work values. For teaching personnel, there is also a set of questionnaire that evaluates their perception towards the kinds of things that create challenges for teachers. The Job Satisfaction Survey (JSS) questionnaire will contain job-content statements with respect to the following: (1) amount of challenge in one’s work; (2) achievement; (3) growth in the job; (4) responsibility; (5) advancement; and (6) recognition. The second part will constitute statements related to job environment that reflects to Filipino work values which attempts to elicit the respondents’ perception to work motivation with respect to the following: (1) status; (2) interpersonal relations; (3) quality of supervision; (4) policy and administration; (5) job security; and (6) salary.
Documentary Analysis. The researcher will make use of the results of the teachers’ Teaching Efficiency or Performance Rating of the respondents for the school year 2005-2006. The Teaching Efficiency or Performance Rating will be quite similar to the progenitor study but modifications will still be made to suit or to adapt to the case of Our Lady of Guadalupe Colleges, Inc. teachers. This particular Teaching Efficiency or Performance Rating will be validated by Academicians coming from the University of the Philippines. Their expertise will surely be useful in determining whether the contents found in the Teaching Efficiency or Performance Rating will prove appropriate and reliable in the conduct of this study. In addition, this Teaching Efficiency or Performance Rating will still be submitted to the thesis adviser for further comments and suggestions. The final draft will then be reproduced and distributed to all the administrators or supervisors or school heads of the respondents. This is done to achieve uniformity because the researcher opines that Our Lady of Guadalupe Colleges, Inc. may have different teaching rating criteria or may have none in place. Moreover, the content of the teaching rating corresponds to the variables found in the researcher’s problem statements.
Using the Teaching Efficiency or Performance Rating, efficiency or performance is measured in terms of the following criteria: (1) teacher’s attitude; (2) attainment of instructional objectives; (3) delivery of instructional content which includes (3.1) teaching procedures; (3.2) medium of instruction; (3.3) use of instructional tools; and (3.4) classroom management and (4) student learning.
The Teaching Efficiency or Performance Rating will also have a five-point scale and will be interpreted using the following Likert scale descriptive categories:
It must be noted that all the data and information gathering procedures will be conducted under the consent of the respondents and under the approval of the administrator, supervisor or school heads of the school.
Data Analysis
Descriptive statistics will used in analyzing the data gathered. In processing the data, the Statistical Package for the Social Sciences (SPSS) and the Microsoft Excel Program for Windows XP will be used. Specifically, the following statistical tools will be employed in data analysis and interpretation: frequency count, weighted mean, and standard deviation. These statistical tools will used in describing the respondents’ level of motivation and teaching efficiency.
Statistical Tools
When the entire survey questionnaire have been collected, the researcher used statistics to analyse all the data; and was assisted by the SPSS in coming up with the statistical analysis for this study. Moreover, this research will utilize the several statistics in order to determine the differences and relationship of the responses of the respondents regarding their perception on the study.
Basically the following statistical formulae were also used:
1. Percentage – to determine the magnitude of the responses to the questionnaire.
n
% = ——– x 100 ; n – number of responses
N N – total number of respondents
2. Weighted Mean
f1x1 + f2x2 + f3x3 + f4x4 + f5x5
x= ———————————————;
xt
where: f – weight given to each response
x – number of responses
xt – total number of responses
As stated above, the researcher will be assisted by the Statistical Package for the Social Sciences (SPSS) in coming up with the statistical analysis for this study. SPSS is one of the most widely available and powerful statistical software packages that covers a broad range of statistical procedures, which allows a researcher to summarise data (e.g., compute means and standard deviations), determine whether there are significant differences between groups (e.g., t-tests, analysis of variance), examine relationships among variables (e.g., correlation, chi-square), and graph results (e.g., bar charts, line graphs).[5]
Chapter 4
Presentation, Interpretation and Analysis of Data
In this chapter, the data gathered from the surveyed teaching and non-teaching personnel of Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City are presented and analysed. This chapter discusses the results of the surveys responded by personnel in teaching and non-teaching division of the said school. The teaching division was divided into two groups (i.e. clinical and general education). On the other hand, the non-teaching division in Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City are from the administrative department.
Prior to the initiation of the survey process, the purpose, the significance and objectives of the study were relayed to the participants. They were also assured that all the information they had provided are solely for the purpose of the study while their identities would remain confidential. All questions asked in the survey questionnaire pertain only to the respondents’ insights on motivation and job satisfaction that they are getting.
For a clearer presentation, the findings of the survey are presented in graphs and tables. To give an appropriate flow of discussion, findings are also divided into sections. Section One gives a summary of the demographic profile, perception on job satisfaction (), teaching experiences (), and Filipino work values () of the teaching participants used in the study. The Section Two of this chapter discusses the non-teaching participants’ demographic profile, perception on job satisfaction () and Filipino work values (). Finally, Section Three illustrates the analysis of the survey results in accordance to the level of motivation and job performance of both teaching and non-teaching personnel in Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City.
Section 1. The Teaching Personnel
The level of motivation for teaching personnel in Our Lady of Guadalupe Colleges, Inc. in Mandaluyong City was assumed to have an impact to their job satisfaction. In lieu to this, different type of scales and surveys were initiated to quantify their perception towards their teaching vocation.
Part 1. Demographic Profile
Part 2. Perceptions of Teaching Personnel
A. Job Satisfaction
B. Filipino Work Values
C. Teacher Sense of Efficacy
Section 2. The Non-teaching Personnel
Part 1. Demographic Profile
Part 2. Perceptions of Teaching Personnel
A. Job Satisfaction
B. Filipino Work Values
Section 3. Data Analysis
Credit:ivythesis.typepad.com
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