Những yếu tố động lực dự báo hiệu suất thực hiện công việc của giáo viên trường cao đẳng sư phạm ở các tỉnh phía bắc một chương trình đề xuất nâng cao

of Educational Qualification………..Mean and Chi-Square Values as to Safety and Security Needs in termsOf Length Of Experience………Mean and Chi-Square Values as to Safety and Security Needs i

AT NORTHERN PROVINCES: A PROPOSED

ENHANCEMENT PROGRAM

A Dissertation Presented to the Faculty of the Graduate SchoolSouthern Luzon State University, Lucban, Quezon, Philippines

in Collaboration with Thai Nguyen University

Socialist Republic of Vietnam

In Partial Fulfillment of theRequirements for the Degree of

Doctor of Philosophy in Educational Management

HOANG VAN THANH - (FRANK)

April 2014

In partial fulfillment of the requirements for the degree Doctor of

philosophy in Educational Management, this research entitled “Motivational Factors as Predictors of Teachers’ Job Performance In Colleges Of Education

At Northern Provinces: A Proposed Enhancement Program” has been submitted by Hoang Van Thanh - Frank, and is hereby recommended for oral

Chairman Dean, Graduate School

Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam

WALBERTO A MACARAAN, Ed D

Date Vice President, Academic Affairs

Sincerest and profound gratitude and appreciation are extended to all the persons who in their own special ways have made this dissertation a reality

The author is most grateful to:

Hon Dr Cecilia N Gascon, President of Southern Luzon State

University, Republic of the Philippines, for her invaluable contribution in establishment of the Doctor of Philosophy in Educational Management program in Thai Nguyen University;

Prof Dr Dang Kim Vui, President of Thai Nguyen University, the

Socialist Republic of Vietnam for his incomparable contribution and support to the Doctor of Philosophy in Educational Management program in Cooperation with the Southern Luzon State University, the Socialist Republic of the Philippines;

Dr Walberto A Macaraan, Vice president, Academic Affairs for his

support to the tie – up program between SLSU and TNU;

Dr Susana A Salvacion, Dean, Graduate School for her support to the tie

– up program between SLSU and TNU;

Prof Dr Tran Van Dien, Rector of Thai Nguyen University of

Agriculture and Forestry for his invaluable assistance in the establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines;

Dr Nguyen Tuan Anh, Former Director of the International Training

Center, Thai Nguyen University for his precious and wholehearted assistance and encouragements in the establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines;

Nguyen University for his precious, invaluable assistance and his sincereencouragement and support to the students of this institution

The Panel of Examiners, Dr ………

Prof ……… for their invaluable comments,

suggestions and recommendations to enhance the thesis manuscript of the author of this study;

Dr Ricaryl Catherine P Cruz for her adviser, dedication, enduring

patience and concern, guidance, sincere hopes and encouragement for the researcher to finish the manuscript;

Dr Teresita V De La Cruz and Dr Apolonia.A.Espinosa professors of

method of research and advanced statistics for their patience and support;

The visiting Professors including Dr.Arivalan, Dr Balakrishnan, Dr Lee Kar Ling, Dr W.Johnson and other professors for their lectures;

The Rectors of Ha Giang, Tuyen Quang, Bac Kan, Cao Bang, Yen Bai Teachers’ Training College, for the approval of the researcher’s request to conduct the study;

The Learning Resource Center of Thai Nguyen University, for the valuable sources of books and references;

The authors and researchers of books and unpublished graduate theses and dissertations that served as reliable source of data and information;

The teachers – respondents of the study, for their active involvement, without their cooperation, the result of this dissertation could not have been possible;

friendship which inspire the researcher to put his best in finishing the study;

His wife, son and parents, for their encouragement, financial, moral and spiritual supports for continuously believing that he can finish the task to the best

of his abilities

To you all, THANK YOU VERY MUCH!

HVT

This dissertation is dedicated to his parents, his wife and his son He appreciates their everlasting love, patience, encouragement and support.

My beloved father HOANG DINH NOI

My beloved mother HOANG THI DE

My beloved father in law DUONG TIEN SOA

My beloved mother in law HO THI MY HANH

Especially my beloved wife DUONG THI THU HA

And my son HOANG TUAN DAT

HVT

TITLE PAGE

APPROVAL SHEET .

ACKNOWLEDGMENT

DEDICATION………

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES .

LIST OF APPENDICES

ABSTRACT .

Chapter I INTRODUCTIOIN Background of the Study

Objectives of the Study

Hypothesis

Significance of the Study

Scope and Limitation of the Study

Definition of Terms

Chapter II REVIEW OF LITERATURE AND STUDIES Related Literature and Studies………

Research Paradigm

Chapter III RESEARCH METHODOLOGY Locale of the Study

Research Design

Population and Sampling

Instrumentation

Validation of the Instrument

Data Gathering Procedures

Statistical Treatment

Chapter IV RESULTS AND DISSCUSSIONS

Chapter V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary

Findings

Conclusions

Recommendations

BIBLIOGRAPHY………

APPENDICES……….

CURRICULUM VITAE

page

i ii iii vi vii viii xi xii xiii

3 4 5 5 6 7

10 29

31 37 37 38 39 40 40 43

115 116 118 119 121 124 135

Needs……… Mean Distribution of the Responses According to Safety and Security Needs ……… Mean Distribution of the Responses According to Love and

belongingness needs ……… Mean Distribution of the Responses According to Esteem Needs……

Mean Distribution of the Responses According to Self-actualization

Needs ……… Mean and Chi-Square Values as to Physiological needs in term of

Age……… Mean and Chi-Square Values as to Physiological needs in term of

Gender……….Mean and Chi-Square Values as to Physiological needs in term of

Educational qualification ……… Mean and Chi-Square Values as to Physiological needs in term of

Length of experience……… Mean and Chi-Square Values as to Physiological needs in terms of

of Educational Qualification……… Mean and Chi-Square Values as to Safety and Security Needs in terms

Of Length Of Experience………Mean and Chi-Square Values as to Safety and Security Needs in terms

of Monthly Income……… Mean and Chi-Square Values as to Love & Belongingness Needs in Terms of Age……… Mean and Chi-Square Values as to Love & Belongingness Needs in Terms of Gender……… Mean and Chi-Square Values as to Love & Belongingness Needs In Terms of Educational Qualification ……… Mean and Chi-Square Values as to Love & Belongingness Needs In Terms of Length Of Experience……… Mean and Chi-Square Values as to Love & Belongingness Needs in Terms of Monthly Income……… Mean and Chi-Square Values as to Esteem needs in Terms of

Age……… Mean and Chi-Square Values as to Esteem needs in Terms of

Gender……….Mean And Chi-Square Values as to Esteem Needs

in Terms Of Educational Qualification ……… Mean And Chi-Square Values as to Esteem Needs In Terms of Length

of Experience……… Mean and Chi-Square Values as to Esteem Needs in Terms of

Monthly Income……….Mean and Chi-Square Values as to Self Actualization Needs in Terms

of Length of Experience……… Mean and Chi-Square Values as to Self Actualization Needs in Terms

of Monthly Income……… Mean of the Responses of the Respondents in Terms of Teaching

Performance……….Mean Distribution of the Responses of the Respondents

in Terms of Professional Responsibilities……… Regression Analysis of the Motivational Factors and Teachers’ Job

12293233343536

Appendix Page

A

B

C

D

E

Communication Letters………

Profile of Respondents……….……

Independent variable: Motivational Factors………

Dependent variable: Teachers’ Job Performance………

Schedule of Computations………

124 126 128 129 130

EDUCATION AT NORTHERN PROVINCES A PROPOSED ENHANCEMENT PROGRAM

Researcher: : HOANG VAN THANH – (FRANK)

Degree : Doctor of Philosophy in Educational Management

Adviser : DR RICARYL CATHERINE P CRUZ

ABSTRACT

The primary intent of this study was to investigate which motivational factors predict the teachers’ job performance in the colleges of education atNorthern provinces of Vietnam, school year 2013 – 2014 Specifically, it sought to determine the level of motivational factors of the respondents as to physiological, safety and security, love & belongingness, self-esteem and self-actualization needs;

to find out the level of job performance of the teachers in colleges of education at Northern provinces of Vietnam; and the development of program as result of the study This study used the descriptive design in analyzing the investigated variables Measurement of the motivational factors and teachers’ job performance were limited to the used of questionnaires The questionnaire was used as the major data-gathering instrument, and the unstructured interview was done to cross check the responses of the respondents There were 250 teachers used as respondents in this study Frequencies, weighted mean, chi-square test and multiple regression analysis were used in the study to analyze the data Another,

needs of teachers in colleges of education at Northern provinces of Vietnam meet the basic needs but very low The teachers’ job performance in this region does not get high efficiency The motivational factors: physiological, love & belongingness, esteem, self-actualization needs and the demographic characteristics in term of age and gender of teachers are the significant predictors of teachers’ job performance However, Safety needs, educational qualification, length of experience and monthly income does not does not predict teachers’ job performance in Colleges of education at Northern provinces of Vietnam, hence a need to enhance the weak areas in the selected schools It is therefore recommended that the principals and the administrators as well must intensify their concerted efforts to further enrich and supply teachers’ needs so as to encourage them bring positive and highest enthusiastic attitude towards teaching activities Finally, to propose some suggestions program that could further enhance teachers’ motivation and job performance They may adapt the proposed enhancement program by the researcher.

UNESCO (2002) cited that an effective teacher development design should have an exhaustive measure of these factors so as to foster necessary skills and attitudes amongst prospective teachers The exclusive weighed age to knowledge alone should be dispensed in favour of more activity oriented programs which have direct bearing on actual classroom situation.

To develop teachers’ job performance, educational managers have to pay attention to the needs of the teachers, to help teachers more engaged with work This is the meter of the important measures to help improve the productivity, quality, efficiency of all teaching and learning activities in each organization So, teacher’s job performance has become an important issue given their responsibility

to impart knowledge and skills to learners It is argued that satisfied teachers are generally more productive and can influence students’ achievement

The behavior of teachers can be changed through motivation in any organization From situation to situation, the level of motivation differs with in an individual Motivation also takes part in an important role for teachers because it

helps to achieve the target in an efficient way Teacher motivation is very important because it improves the skills and knowledge of teachers because it directly influences the student’s achievement If in schools, the teachers do not have sufficient motivation then they are less competent which directly influence the students and the education system

Teacher is the most important factor of the teaching-learning process Theschools most important influence is the teacher He sets the tone of the classroom and establishes the mood of the group He is the authority figure providing direction for behavior He is a model and is consciously imitated Good teachers areessential for the effective functioning of education system and for improving the quality of learning process Job satisfaction enables teachers to put their best to do the assigned work The maintenance of high satisfaction and morale has long been

an important objective for educators However, recent reports in educational journals and in the popular press about teachers’ stress and burnout indicate that teachers’ job satisfaction and morale merit has increased attention It influence on teachers’ job performance

Teachers develop performance style characteristics to their ways of relating

to the world, perceptually as well as cognitively A person is, therefore, likely to act in a way that maximizes the use of his aptitudes Similarly, teacher’s positive attitude towards teaching and higher aspiration level determines his positive perception of the environments

Taking teachers’ job performance and all the motivational factors and as a whole, teachers’ job performance can be best viewed in a clearer and more thorough perspective In effect, predicting the teachers’ job performance in the locality of this study makes this research even more imperative

Background of the Study

Teacher’s importance in modern era has acquired new dimensions They not only have to impart subject matter to the pupil but also help him in developing his innate abilities and talents If one is committed to bring about really a productive change, to raise the standards of education, it is imperative to recruit teachers who are not only proficient in the subject matter, but also have a positive attitude towards education and the learners

The success of any educational system depends upon good teachers No one can replace the teachers with any other type of instructional material It has been well said that the teachers of a school are always batter than the system of education, teacher is the basic factor for its success A teacher is more than what is commonly talked about His duties as a professional have many dimensions He helps students to learn things

Vietnam has a tradition of respecting teachers In the feudalistic society, the teachers were ordered after King, but before the parents: “King – Teacher –Parents” This tradition has remained nowadays in Vietnam Teacher Celebration Day is held on November 20th every year The government pays much attention to teachers and has promulgated different policies to improve the teachers’ conditions The teacher’s rights and responsibilities are defined in the EducationLaw, General School Charter and Higher Education Act Under article 26 of the College Charter, there are requirements of the student selection for the teacher profession: College has priorities in keeping students, who graduated bachelor, master and PhD with good marks, who have good ethical qualities, practical experiences and have a desire of becoming teachers to continue to educate them to become lecturers at the colleges The government has released different policies

for teacher salary, for waiving tuition fees for students who learn at pedagogical colleges and universities, and to invest in the professional development of teachers and educational managers (Central Organization of the Communist Party of Vietnam (15/6/2004).

Nevertheless, the schools are provided with modern technology to facilitate

in learning and boost the interests of the students

However, there still are many difficulties and obstacles for teacher recruitment, training and daily work in Vietnam that lead to teachers leaving their job or unsatisfactory feeling with their teaching job

For many years, it is has been that generally the teachers of the colleges of education in Northern Province of Vietnam are not well motivated in teaching which means that the quality of education is just moderate The main factors may

be alleviated to the quality of teaching and learning: hence the teacher performancehas been the variable

Based on the situation above, the researcher decided to conduct a study on motivational factors as predictor of teachers’ job performance in the colleges of education at Northern provinces of Vietnam

Objectives of the study

The main purpose of this study is to establish the relationship between themotivational factors and the teachers’ job performance in the colleges of education

in Northern provinces of Vietnam, school year 2013 – 2014

Specifically, it sought answers to the following requirements;

1 Determine the demographic characteristic of the respondents in term of

1.1 Age1.2 Gender1.3 Educational qualification

1.4 Length of experience1.5 Monthly income

2 Determine the level of motivational factors of the respondents as to

2.1 Physiological2.2 Safety and Security2.3 Love and belongingness2.4 Self – Esteem

2.5 Self – actualization

3 Reveal the level of motivation and significant difference of the

respondents when they are grouped according to demographic characteristics

4 Find out the job performance of the respondents in terms of:

4.1 Teaching performance4.2 Professional responsibilities

5 Identify which of the demographic characteristics and motivational factors predict teachers’ job performance

6 Propose an enhancement program based from the result of the study

Hypothesis

The study is guided with alternative hypothesis below:

Demographic characteristics and motivational factors predict the teachers’ job performance in colleges of education at Northern provinces of Vietnam

Significance of the Study

This study has attempted to know the relation of the motivational factors with teachers’ job performance in the colleges of education in Northern provinces, Vietnam with the following significance:

Administrators It is hoped that the study may contribute in giving a new

dimension in the administration and supervision of colleges The study could be of help to the education administrators and managers in colleges of education in particular and Universities in general and other education stakeholders to identify different motivational factors that are responsible for their worker’s performance, how to maintain and or improve upon such factors

Teachers The outcome of the study is of great help to teachers because

they will be received the concern of the educational managers and whole society that would affect changes and improvements of teaching performance at schools The researcher may contribute to a new avenue in her search for better ways to improve oneself and her work environment In this way, it would ultimately lead to

a better quality performance in the teaching force

Students They will be benefited by this study since they are the main

concerns of educators and any wholesome environment and relationship could create positive effect on the teaching and learning process The researcher hopes that the results and findings of the study will bring understanding and harmonious relationship among members of the school systems

Future Researchers This study could provide references for future

proponents who wish to venture a study similar to the nature of this ongoing research Thus, basic tenets on teachers’ performance and motivational factors on instructional variables could serve as resources for other studies

Scope and Limitations

The primary intent of the study was to further investigate and focus on the teachers as respondents In content, the study was focused on how the motivational factors affect the teachers’ job performance in colleges of education at Northern provinces Precisely, physiological needs ,safety needs, esteem needs, love & belongingness needs and self-actualization needs were studied The teachers’ job performance meanwhile was looked after in terms of how best the teachers perform their tasks in teaching, marking students’ work and engaging in co-curricular activities

A descriptive research design was used to relate the motivational factors to the teacher performance A sample of the teachers participated in the study by answering the questionnaire and took part in the interviews Data were collected by the researcher and used the SPSS (the Statistical Package for Social Science), analyzed and interpreted using the frequencies and percentages to show the distribution of teachers in the different items The time frame of the study was covering the period of the school year 2013 – 2014

Definition of Terms

For the clarity and better understanding of the study, the following terminologies are defined both conceptually and operationally

Enhancement Program in this study it referred to a program which formed by the

researcher in order to improve the teachers’ job performance and motivational factors

Love & Belongingness is the need of teachers to be a part or member of a group,

whether it is college, friends, career, or sports affiliations

Motivational factors in this study referred to physiological, safety and security,

love & belonging, self esteem and self actualization needs of teachers in Northern Province of Vietnam

Physiological needs are the foundation of needs and include survival needs such

as the need for sleep, food, air, and reproduction

Predictors are the motivational factors of teachers that can be used to predict the

value of teachers’ job performance in the study

Safety and security needs is needs of teachers refer to the need for security and

protection, is the need to feel safe, to feel assured that they know what is going to happen, to know ahead of time what the plans are

Self-actualization needs - realizing teachers’ personal potential, self-fulfillment,

seeking personal growth and peak experiences

Self esteem needs is the need of teachers refer to the need for respect, self-esteem,

and self-confidence

Teachers Job Performance is referred the efficiency of teachers in teaching job,

and the teacher's contribution in a given year

Teaching performance is Teacher performance in the classroom is the lifeblood

of the educational enterprise Teachers weave a combination of their knowledge, skills and abilities into specific performance competencies that become drivers of student learning and achievement

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the conceptual/ theoretical framework which bear significance and similarities in this study This also includes the paradigm of the study that could help the readers to fully understand the context of the study

Motivational factors

Dornyei and Ushioda (2011) cited that motivation is relevant to education as it relates to teachers perform Motivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritized, operationalized and (successfully or unsuccessfully) acted out This means that motivation is the drive

in a person to succeed at a particular event and how they decide to go about achieving a particular goal This could have relevance to education as teaching practitioners need to know how to motivate teachers Motivation is usually seen as being either intrinsic or extrinsic Intrinsic is where a person is motivated by their individual needs and desires and receive a reward for this; which could be as simple as receiving pleasure from the satisfaction of completing something or the joy of participating in the activity Extrinsic factors can be imposed upon individuals as they will receive a reward if they behave in a manner that they are required to or punished if they do not Examples of this in an educational settingwhich includes include rewards such as stickers on a sticker chart; and punishments such as having to miss out on taking part in an activity

In this study, performance of teachers has been perceived as an outcome of motivation The researcher thus invoked Maslow’s Hierarchy of Needs Theory of Motivation to underpin the study The theory stipulates that human beings are motivated by unsatisfied needs to perform work and further elaborates that human needs are in the form of a hierarchy, ascending from the lowest to the highest, and that when one set of need is satisfied, it ceases to be a motivator The basic needs of motivation according to Maslow’s theory are, physiological, safety,

social, esteem ending with self actualization needs Each of the motivational

factors in the Maslow’s theory contains sub-elements among which are air, water, nourishment, sleep, living in a safe area, medical insurance, job security, financial reserves, need for friends, need for belonging, need to give and receive love, self respect, achievement, attention, recognition and reputation, truth, justice, wisdom and meaning It is on the basis of Maslow’s theory of motivation that has made to hypothesize that teacher performance in colleges of education in Northern provinces maybe related to motivation

Armstrong (2009) reported that motivation at work can take place in two ways; People can motivate themselves by seeking, finding and carrying out work (or being given work), which satisfies their needs or at least leads them to expect that their goals will be achieved When this is the case, motivation is provided by employees themselves People can be motivated by managements or administrations of organizations through such methods as pay or pay incentives, praises and promotion

Bennell (2004) noted that incentives for schools and teachers in the public education system to perform well are frequently weak due to ineffective incentives and sanctions This was particularly the case when teachers cannot be effectively

disciplined for unacceptable behaviour (absenteeism, lateness, poor teaching, abusive behaviour towards pupils) by school managements because it was very difficult to dismiss them and pay and promotion are largely unrelated to actual performance

Carron (2006) asserted that teacher quality and job performance is more of

a question of motivation than of skills and those skills alone will not guarantee teacher quality and performance and recommends supplementing with motivation using monetary and non monitory rewards

Drucker (2003) reiterated that when he asks people what kinds of motivation workers really need in order to perform well, many people tell him it is

“employee satisfaction” But to Drucker, satisfaction is inadequate motivation He thinks that the only thing that will serve always is an internal “self motivation” for performance that is responsibility, not just job satisfaction

From the above theoretical expression, one can categorically conclude that the performance of teachers in the colleges of education in Northern provinces in Vietnam can be related to motivation

Maslow’s Hierarchy of Needs

Maslow (1943 and 1970) describes human being as a creature which is never satisfied For human, satisfaction is temporariness If one need is satisfied, there are other needs will appear to be satisfied, and so on Maslow concepts that needs for human being is subordinate from child and composed with many consecutive levels Maslow’s hierarchy of need theory composed as five levels.Maslow's hierarchy of needs is often stated as a diagram consisting of five levels: the four lower levels are grouped together as being associated with physiological

needs, while the top level is termed growth needs associated with psychological needs.

Figure 1: Maslow’s Hierarchy of Needs Theory of Motivation

The Maslow diagram is associated with the hierarchy of need theory thatMaslow originated circa 1943 According to this theory the most basic need isrelated to physiological survival – like air to breathe, water to drink, food to eatand sex to procreate Next in the order of precedence comes a set of needs for suchthings as safety and security Once an individual has taken care of his or her basic physiological needs and feels safe and secure some degree of need for love and belonging may well rise to the forefront of their concerns Need for the respect of one’s fellow's, and for self-respect are seen as being next in the order of precedence

Maslow's theory referred to the five levels of needs which alreadymentioned as deficit needs, or D-needs If one doesn’t have enough of something,that he needs, he will feel deficit in the needs Maslow saw all these needs asessentially survival needs Even love and esteem are needed for the maintenance of health The last level of the diagram is a bit different Maslow used a variety ofterms to refer to this level: growth motivation (in contrast to deficit motivation),being needs (or B-needs, in contrast to D-needs), and self-actualization People

might particularly try to realize their being needs once they have food, security,and belonging and respect enough In point of fact self-actualization is seen asbeing somewhat addictive, moreover people can only pay attention to selfactualization needs once their more basic needs are satisfactorily met.

Abraham Maslow considered that every few person actually live, move,and has their being, within the realms of such self-actualization, because people are generally involved in meeting which the other needs already outlined Severalthings are associable with "self-actualization", being independently confident inmeeting challenging life or in choosing between that which is more and that which

is less worthwhile and in feeling that one's time has been used creatively andinventively

Maslow said need which is in the low level asked to be satisfied for the first time then needs which are stayed on the high level For example, physiological needs asked to be satisfied then safety need, and safety need will ask to be satisfied then love and belonging need, love and belonging need will ask to be satisfied then the high need and so on The needs that stand at the bottom ring must be satisfied before those needs at the top are satisfied; indeed, the needs at the top will not even appear until the lower ones have been at least satisfied A need does not have to beabsolutely and fully satisfied before the next on in the hierarchy

Physiological needs

A H Maslow’s Hierarchy of Needs Theory of Motivation (1943) statedthat physiological needs are the needs that usually taken as the starting point for motivation theory are the so-called physiological drives Two recent lines of research make it necessary to revise our customary notions about these needs, first, the development of the concept of homeostasis, and second, the finding that

appetites (preferential choices among foods) are a fairly efficient indication of actual needs or lacks in the body Homeostasis refers to the body's automatic efforts to maintain a constant, normal state of the blood stream Physiological needs and the consummatory behavior involved with them serve as channels for all sorts of other needs as well That is to say, the person who thinks he is hungry may actually be seeking more for comfort, or dependence, than for vitamins or proteins Conversely, it is possible to satisfy the hunger need in part by other activities such

as drinking water or smoking cigarettes In other words, relatively isolable as these physiological needs are, they are not completely so Undoubtedly these physiological needs are the most pre-potent of all needs What this means specifically is, that in the human being who is missing everything in life in an extreme fashion, it is most likely that the major motivation would be the physiological needs rather than any others A person who is lacking food, safety, love, and esteem would most probably hunger for food more strongly than for anything else If all the needs are unsatisfied, and the organism is then dominated

by the physiological needs, all other needs may become simply non-existent or be pushed into the background It is then fair to characterize the whole organism by saying simply that it is hungry, for consciousness is almost completely preempted

by hunger All capacities are put into the service of hunger-satisfaction, and the organization of these capacities is almost entirely determined by the one purpose of satisfying hunger For the man who is extremely and dangerously hungry, no other interests exist but food He dreams food, he remembers food, he thinks about food,

he emotes only about food, he perceives only food and he wants only food The more subtle determinants that ordinarily fuse with the physiological drives in organizing even feeding, drinking or sexual behavior, may now be so completely

overwhelmed as to allow us to speak at this time (but only at this time) of pure hunger drive and behavior, with the one unqualified aim of relief

Armstrong (2009) cited that the most popular needs classification is the one developed by Maslow In his hierarchy of need he developed five major layers of needs, which he listed in order of importance, namely physiological needs, safety needs social needs, esteem needs and self fulfilment needs He believed that these needs are generally experienced by people Self fulfilment is the highest point of Maslow’s motivation theory He believes at this point individuals have the desire

to achieve their full potential and skills Contrary to the lower needs, this need is never fully satisfied; as people grow psychologically new opportunities to grow tend to emerge Following the achievement of physiological needs, ones attention shifts to safety and security needs in order to overcome the threat of physical andemotional difficulties, such needs may be met by protection against threat and the fulfilment of physiological needs In his theory he argues that if a person feelsthreatened then the desire to satisfy that need will be increased and all the other needs above in the pyramid will not be desired, until that need is met.Physiological needs are the ones required in order to satisfy the basics of life, such

as air, water, food, sex and sleep The argument of his theory is that the need for self fulfilment can not be satisfied Man is always wanting and therefore it is only a need that is not satisfied that can motivate behaviour and the dominant need is the one that makes one to act in a particular way in order to fulfil it People developpsychologically as they advance up the hierarchy but progress is not achieved in a straightforward manner The lower needs continue to exist temporary and dominate motivation and individuals time and again return to needs that have earlier on beensatisfied In line with his argument is that, for adequate work motivation leaders

and managers need to understand the active needs that create individual employeemotivation.

American psychologist Henry Murray (1988) developed a theory of personality that was organized in terms of motives, presses, and needs Murray described a needs as a, "potentiality or readiness to respond in a certain way under certain given circumstances" Theories of personality based upon needs and motives suggest that our personalities are a reflection of behaviors controlled by needs While some needs are temporary and changing, other needs are more deeply seated in our nature According to Murray, these psychogenic needs function mostly on the unconscious level, but play a major role in our personality Each need is important in and of itself, but Murray also believed that needs can be interrelated, can support other needs, and can conflict with other needs For example, the need for dominance may conflict with the need for affiliation when overly controlling behavior drives away friends, family, and romantic partners Murray also believed that environmental factors play a role in how these psychogenic needs are displayed in behavior

Frederick Herzberg (1959), clinical psychologist and pioneer of 'job enrichment', is regarded as one of the great original thinkers in management and motivational theory According to Herzberg, there are some job factors that result in satisfaction while there are other job factors that prevent dissatisfaction According

to Herzberg, the opposite of “Satisfaction” is “No satisfaction” and the opposite of

“Dissatisfaction” is “No Dissatisfaction” Herzberg classified these job factors into two categories Hygiene factors- Hygiene factors are those job factors which are essential for existence of motivation at workplace These do not lead to positive satisfaction for long-term But if these factors are absent / if these factors are non-

existant at workplace, then they lead to dissatisfaction In other words, hygiene factors are those factors which when adequate/reasonable in a job, pacify the employees and do not make them dissatisfied These factors are extrinsic to work Hygiene factors are also called as dissatisfiers or maintenance factors as they are required to avoid dissatisfaction These factors describe the job environment/scenario The hygiene factors symbolized the physiological needs which the individuals wanted and expected to be fulfilled Hygiene factors include:Pay - The pay or salary structure should be appropriate and reasonable It must be equal and competitive to those in the same industry in the same domain Company Policies and administrative policies - The company policies should not be too rigid They should be fair and clear It should include flexible working hours, dress code, breaks, vacation, etc… Fringe benefits - The employees should be offered health care plans (mediclaim), benefits for the family members, employee help programmes, etc Physical Working conditions - The working conditions should be safe, clean and hygienic The work equipments should be updated and well-maintained Status - The employees’ status within the organization should be familiar and retained Interpersonal relations - The relationship of the employees with his peers, superiors and subordinates should be appropriate and acceptable These factors motivate the employees for a superior performance These factors are called satisfiers These are factors involved in performing the job Employees find these factors intrinsically rewarding The motivators symbolized the psychological needs that were perceived as an additional benefit

David Clarence McClelland (1998) was an American psychological theorist He stated that people who are achievement-motivated typically prefer to master a task or situation They prefer working on tasks of moderate difficulty,

prefer work in which the results are based on their effort rather than on luck and prefer to receive feedback on their work People who have a need for affiliationprefer to spend time creating and maintaining social relationships, enjoy being a part of groups and have a desire to feel loved and accepted People in this group do not typically make effective managers because they worry too much about how others will feel about them This motivational need stems from a person's desire to influence, teach or encourage others People in this category enjoy work and place

a high value on discipline The downside to this motivational type is that group goals can become zero-sum in nature For one person to win, another must lose However, this can be positively applied to help accomplish group goals and to help others in the group feel competent about their work.We use pay as the primary outcome against which we compare our inputs to determine if we are being treated equitably If pay is contingent performance, it will encourage workers to high level

of performance effort

Worrell (2004) re-affirmed the application of Maslow’s hierarchy of needs theory of motivation in the school situation and states that teachers need a wage sufficient to feed, shelter and protect their families if they have to dedicate their energies and time to school obligations other than for survival Conversely, they also need assurance of sustainability of the above basics so as to continue pursuing organizational goals

Gary (2007) conducted a study to establish why proactive employees are more satisfied with their jobs and happier with their lives than employees who are less proactive and what do proactive employees do that enables them to perform favorably at work He hypothesized that proactive employees are more likely to set self concordant goals, which are expected to result in better goal pursuit, a stronger

likelihood or goal attainment, and greater satisfaction of their basic physiological needs for autonomy, relatedness and competence Satisfying these innate physiological needs, in turn, leads to improved well being, job satisfaction and work performance In testing the model, the following findings largely supported the researchers’ hypothesized model Specifically, it was observed that proactive employees were more likely to pursue self-concordant goals than were employees who were less proactive As a result, proactive employees directed greater effort towards achieving their goals and, subsequently, were more likely to achieve their goals Goal attainment, in turn, was associated with employees satisfying their physiological needs for autonomy, relatedness, and competence Employees who were more likely to satisfy these basic physiological needs experienced higher levels of job and life satisfaction, performed at higher levels than employees who were less likely to satisfy their basic physiological needs

Boeree (2006) stated that if Maslow’s theory is true, there are very important leadership implications it provides to promote workplace motivation There are a variety of ways to motivate employees through their style of management, compensation plans, role definitions and organisation activities In order to be able to provide physiological motivation an organisation should ensure that it provides for example sufficient lunch breaks and offer salaries that enable the workers to be able to meet basic needs

Safety needs

A.H Maslow’s Hierarchy of Needs Theory of Motivation cited that the safety needs operate mainly on a psychological level Naturally we try to avoid a poke in the eye with a sharp stick But once we’ve managed a certain level of physical comfort, we’ll seek to establish stability and consistency in a chaotic

world When he talked about security, Maslow pictured the child who strives for predictability and certainty For instance, most kids enjoy a set bedtime routine and grow visibly distressed if a parent tries to short-circuit the ritual Their safety needs require a consistent and secure world that offers few surprises Unfortunately, life doesn’t always cooperate Some of you who come from a broken or dysfunctional home know the cringing fear of waiting for the next fight or the other shoe to fall Many adults go through life stuck on this level and act as if catastrophe will happen any moment Political appeals for law and order are aimed at people whose insecurities have never been quieted Maslow also placed religious inclination on the safety rung because he saw that tendency as an attempt to bring about an ordered universe with no nasty shocks It views motivation as a significant portion

of human behavior below the surface; not evident to the individual and to others, but it is one of the most prominent forces working within the individual that selectbehavior in relation to Maslow’s hierarchy of needs

Pattanayak, B (2005) stressed that depression affects employees; an example provided is that he had been feeling depressed for weeks though he did not know why he had lost his appetite and felt tired all the time It was not until he could not get out of bed any more that his wife took him to a mental health professional for treatment He soon showed improvement and was able to return to work It is also pointed out that depression can affect a workers' productivity, judgment, ability to work with others, and overall job performance Safety needs can be provided through the creation of a conducive environment which is safe, provision of job security and a feeling that workers are safe from any threat Social needs require an organisation to create a feeling of acceptance, belonging, and the spirit of communal living by encouraging team spirit among the workers

Dryzek and Schlosberg (2005) argued that “Environmental justice demands the right to participate as equal partners at every level of decision making including needs assessment, planning, implementation, enforcement and evaluation” of workplace conditions Safety and health in the workplace have become an integral component to the viability of business for employers, labour unions, governments, and environmentalists in general Naturally a need for safety is an intrinsically human concern Every individual in life, whether one is employed or not, both at the workplace and outside the workplace has the intrinsic need to be safe Workers,

as mature individuals, are responsible for every decision they make with regard to securing their own health and safety in every social setting

Bennell (2004) emphasized that workers, unlike tools or objects of production, are living human beings that need to be involved in the improvement

of working conditions and should participate at all levels, including international levels, on issues that affect their livelihoods Workers’ perspectives need to be considered in devising and carrying out health and safety measures at the workplace He argued that when it comes to workers’ views on occupational safety and health in the workplace they are often ignored due to various management styles and a shortage of safety regulations, allowing for little reflection for worker contribution Workers as subordinates often find themselves compelled to simply comply with and submit to rules and policies already in place at the workplace He believes that workers’ perceptions on he subject are seldom considered He arguesthat the workers are not objects to be managed like machines or other factors of production They are living, breathing and thinking human beings who have the most fundamental stake in any system of health and safety that affects their lives in workplaces

Zwetsloot (2003) mentioned that due to globalized economic trends, the subject of safety in the workplace has taken on such importance that international conventions instituted the international organisation for standardization to help regulate and bring about improved workplace conditions and services.

Graham (2005) cited that education helps to provide the appropriate skills needed to achieve social status and make healthy lifestyle choices She writes that studies exploring adverse health effects of the psychosocial work environment show that individuals in positions that are characterised by routinized work with little supervision have low self esteem and higher stress levels This leaves them prone to workplace hazards and leads to adverse effects on production by way of absenteeism Workplaces, argues Graham can exert either a positive or negative influence on worker behaviour She argued that the risk of death before reachingretirement age was two and a half times higher for men and women in unskilled occupations than for those in professional positions Her findings from an extensive Finnish study using education as a measure of socioeconomic status are that both men and women the most highly educated tend to live longer and have more disability-free years than their less educated counterparts She also found a number of American studies to show that those with less education run greater risks

Parboteeah and Kapp (2007) in their study of ethical climates and workplace safety behaviour found that egoistic behaviour relates positively to injuries and negatively to safety in the workplace They also discovered that benevolence and principled attributes relate negatively to injuries but positively to safety enhancing behaviour in the workplace This suggests that the life style of anindividual significantly affects safety and health in the workplace

Love and Belongingness Needs

Thanh Nga (2011) stated that when physiological needs and safety needs are normally taken care of, a third layer starts to show up Human are a very social species, and most people possess a strong need to belong to groups One begins to feel the need for friends, a sweetheart, children; affectionate relationships in general, even a sense of community Looked at negatively, you become increasing susceptible to loneliness and social anxieties

Ewen (2003) cited the needs of love and posses are needs which encourage

an individual to build an effective relation with someone, whether in a family, in a social intercourse or in a group State of being separated or non-existence of connection with someone can cause individual feels lonely, isolated, empty, andpowerless Need for love and belongingness is the need which motivates to make affective relation or emotional union with others, although with man or woman, in family or in the environments The membership in a group often becomes dominant purposes, and they will be loneliness, exclusive, and weakness families, partners, and friends leave them When the needs for safety and for physiological well-being are satisfied, the next class of needs for love, affection and belongingness can emerge Further, Maslow (1943) stated that people seek to overcome feelings of loneliness and alienation This involves both giving and receiving love, affection and the sense of belonging Humans need to feel a sense

of belonging and acceptance, whether it comes from a large social group, such as clubs, office culture, religious groups, professional organizations, sports teams, gangs or small social connections like family members, intimate partners, mentors, close colleagues, confidants They need to love and be loved like sexually and non-sexually by others

Van Toan, (2009) emphasized in the absence of these elements, many people become susceptible to loneliness, social anxiety, and depression This need for belonging can often overcome the physiological and security needs, depending

on the strength of the peer pressure E.g an anorexic ignores the need to eat and the security of health for a feeling of control and belonging Maslow also said the need for love and belongingness is need for love and be loved Love and be loved

is the first terms to healthy feeling On the contrary, without love someone will less and emptiness The conclusion is that there are many significant relations between childhood and adult period of satisfaction of need for love and belongingness

From the discussion above, it can be assumed, if both the psychological and the safety needs are fairly well gratified, and then there will emerge the love and affection and belonging needs A man will be hungry for affectionate relation either with people in general relationship or with a partner in a close and intimate relationship

Self - Esteem needs

The British Psychological Society (2004) carried out a study to examine the motivational effects of pay level on employee performance They collected field study data from a variety of sources at three different times, and assessed the effects of employee pay level on subsequent self-esteem, and performance They hypothesized that the effects of pay level on performance would be mediated by pay level effects on organization based self-esteem They based the hypothesis on the premise that level of pay within an organization communicates a sense of how much the organization values an employee and thus affects employee organization-based self- esteem which in turn, enhances job performance After controlling for organization tenure and previous pay change, results supported a mediated model

that suggests that pay level affects employee self esteem, which in turn, affects employee performance They established that an employees self esteem is central

to the explanation of work performance The proponents of the self-consistency theory argue that high self-esteem individuals are motivated to maintain a positive self-perception, and performance at a high level is one manner in which they can maintain behavior that is consistent with their self-concept It is further stated that high self-esteem people are confronted with a task to perform; they value high performance, exert effort and engage in goal-directed behavior

Hoang Hoa (2012) cited that esteem needs refers to the need to feel important and observed about motivation that when one has got to the apex of what

he had wished does not relinquish the status and prestige, but rather the behavior is directed towards consolidation and maintaining the achievements Moreover, Boeree (2006) cited that Esteem motivators are provided through the recognition given to workers achievements, attaching value to their views, assigning important projects to hard working employees and provision of status to make them feel valued and appreciated by the organisation In order to enable a worker to achieve the need of self actualization it requires provision of challenging tasks, important work assignments which help to stimulate motivation, creativity, and progress in accordance to long term organisational goals

Self Actualization needs

Need for self-actualization is the highest need for human being according to Maslow’s theory This need will appear if the other needs are satisfied well Maslow said the need for self-actualization is the desire becoming someone appropriate with what potent ion and desire they have When all of the foregoing needs are satisfied, then and only then are the needs for self-actualization activated

Maslow describes self-actualization as a person's need to be and do that which the person was "born to do “A musician must make music, an artist must paint, and a poet must write." These needs make themselves felt in signs of restlessness The person feels on edge, tense, lacking something, in short, restless If a person is hungry, unsafe, not loved or accepted, or lacking self-esteem, it is very easy to know what the person is restless about It is not always clear what a person wants when there is a need for self-actualization.

Self-actualization is reached when all needs are fulfilled, in particular the highest need Because of the positive feedback, self-actualization is not a fixed state, but a process of development which does not end The word derives from the idea that each individual has a lot of hidden potentialities: talents or competences

he or she could develop, but which have as yet not come to the surface actualization signifies that these potentialities of the self are made actual, are actualized in a continuing process of unfolding

Self-Maslow believes the only reason that people would not move well in direction of self-actualization is because of hindrances placed in their way by society He states that education is one of these hindrances He recommends ways education can switch from its usual person-stunting tactics to person-growing approaches Maslow states that educators should respond to the potential an individual has for growing into a self-actualizing person of his/her own kind In the reality, many persons pull in the reins them selves from getting and expanding creativity and activities which are specific and constructive We can conclude that have self-actualization will need good environments and willingness or opennessfrom new ides and experiences

Teachers’ Job performance