Motivational factors as predictors of teachers’ job performance in colleges of education at northern provinces aproposal enhancemnet program

Thai Nguyen University Southern Luzon State University Socialist Republic of Vietnam Republic of Philippines HOANG VAN THANH MOTIVATIONAL FACTORS AS PREDICTORS OF TEACHERS’ JOB PER

Thai Nguyen University Southern Luzon State University

Socialist Republic of Vietnam Republic of Philippines

HOANG VAN THANH

MOTIVATIONAL FACTORS AS PREDICTORS OF TEACHERS’

JOB PERFORMANCE IN COLLEGES OF EDUCATION AT

NORTHERN PROVINCES: APROPOSAL

ENHANCEMNET PROGRAM

Speciality: Educational Management

DEM DISSERTATION SUMARY OF EDUCATIONNAL

MANAGEMENT

THAI NGUYEN, 2014

Research has been conducted in:

THAI NGUYEN UNIVERSITY

Academic supervisor: Dr Ricaryl Catherine P Cruz

Time period (dd/mm/yy): ………

The dissertation has been stored in:

- Vietnam National library;

- Learning resource center, Thai Nguyen University;

- Library at Southern Luzon University, Philippines

PREFACE

To develop the quality of education and training, state and government in Vietnam has determined that the teacher is a key factor Manpower with good knowledge is the most important resource of national industrialization and modernization Thus, to improve teachers’ job performance is the main condition for the educational growth and social development

This study aimed to investigate which motivational factors predict the teachers’ job performance in the colleges of education at Northern provinces of Vietnam 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 After using statistic tool, the Author defined that physiological, safety, love & belongingness, esteem and self-actualization 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, 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

CHAPTER I INTRODUCTION

1 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 Teachers’ job performance is a key determinant of the quality of education and this is very true particularly in education schools, where students are learning to be teachers in the future, who will transform their knowledge to the next generation

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”

2 Objectives of the study

1 Determine the demographic characteristic of the respondents in term of Age, Gender, Educational qualification, Length of experience and Monthly income

2 Determine the level of motivational factors of the respondents as to Physiological, Safety and Security, Love and belongingness, Self – Esteem, 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: Teaching performance, 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

3 Hypothesis

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

4 Significance of the study

This study will benefit the educational administrators and managers, teachers, students and other researchers The educational administrators and managers identify important motivational factors that are responsible for their worker’s performance, how to maintain and or improve upon such factors Teachers will be received the concern of the educational managers and whole society that would affect changes and improvements of teaching performance at schools Students will bring understanding and harmonious relationship among members of the school systems

5 Scope and Limitations of the study

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, and determine the motivational factors predict teachers’ job performance

6 Definition of Terms

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

Job Performance is referred the efficiency of teachers in

teaching job, and the teacher's contribution in a given year

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

This section includes studies and opinions on the of manyfamous authorsdirectlyrelatedtothe subject of this dissertation such as: motivational factors, Maslow’s Hierarchy of Needs, Physiological needs, Safety needs, Love and Belongingness Needs ,Self - Esteem needs, Self Actualization needs, Teachers’ Job performance

Research paradigm

Independent Variables Dependent Variable

CHAPTER III RESEARCH METHODOLOGY

1 Research Design

The study took mainly the descriptive and quantitative approach it involved the collection of numerical data in order to explain, predict, and control phenomena and data were analysed by statistical procedure In particular the study was a predictor and cross-sectional survey It was predictor as the variables were made to predict the motivational factors and teachers’ job performance The

- Teaching performance

- Professional responsibilities

PROPOSED ENHANCEMENT PROGRAM

study was a cross sectional survey because it gathered data from the samples of a population

2 Population and Sampling

The target population in this study was constituted by all the teaching staff in Colleges of education in northern provinces, Vietnam, school year 2013 – 2014

There were five colleges of education in northern provinces and the study was conducted in all five colleges, then got data by giving questionnaire The teachers were the respondents due to their being directly affected by the motivational practices in their colleges

It reveals that there are 250 out of the 503 teachers were requested to answer the questionnaire To ensure representativeness

of the samples, randomization was a suitable approach To attain the respective sample size from the said population, the Slovin’s formula was used in computing the samples and got data by questionnaire

3 Research Instrumentation

The researcher utilized a questionnaire which was the main tool in gathering data The part of the questionnaire contains a four-point Likert Scale ranged from “strongly agree” to “strongly disagree” was used

4 Validation of the Instrument

Research questionnaire was made through different stages Items in the instruments were tested by giving them to at least 15 non respondents in a school not included in the population to determine the suitability of the language and to determine the length of time of

each respondent Then, reliability of the instrument on multi-item variables (i.e physiological, safety, love & belonging, self esteem, self actualization needs and teacher’s job performance) was tested via the Cronbach Alpha Method provided by Statistical Package for Social Science, (SPSS) Finally, it was submitted to the researcher’s adviser for final approval After this pilot stage, the Author sent a

formal questionnaire to teachers who are teaching at said schools

5 Data Gathering Procedure

When questionnaires were approved, the researcher administered the questionnaires to the respondents directly or by email The researcher ensured that the filled questionnaires are collected as soon as they get filled after a period of two weeks to avoid loss and misplacement Data obtained then was analyzed and report on the findings made

6 Statistical Treatment

1 The data collected was prepared or processed for analysis and then later actually analyzed; the collected data from the questionnaire was edited, categorized or coded and entered into computer using the Statistical Package for Social Sciences (SPSS) for generation of summary frequency tables

2 Weighted mean was utilized to describe the perception of teacher-respondents on the motivational factors and job performance

3 Chi-square test, for determining the significant difference

of the respondents

4 Multiple regressions were used to find out the predictability of the influence of motivational factors to the teachers’ job performance of the colleges of education in Northern Provinces

CHAPTER IV RESULTS AND DISCUSSION

1 Demographic Characteristics of the Respondents

The researcher found out the frequency and percentage distribution of respondents according to age, gender, professional qualification, number of years spent in schools and monthly income

of the study 53.6% of respondents had Master’s degree, followed by bachelor’s degree (almost 46.4%), suggesting all the respondents had the basic/minimum qualification to teach in colleges of education at Northern Vietnam provinces

Finding shows that 6-11 years category with 114 or 45 percent is the longest time spent in schools; followed by 12-17 years category with 80 or 32 percent This only implies that most of the respondents in colleges of education at Northern Provinces had stayed in their schools for a period of ten years and below, indicating

that there is teacher instability on job in Colleges of Education at Northern Provinces

Finding shows that 3 to below 6 million category with 180 or

72 percent is the highest income in schools; followed by 0 to below 3 million category with 44 or 17.6 percent, 6 to below 8 million with

25 or 10 percent and 8 to 10 million with only 1 or 0.4 percent These imply that most of the respondents in colleges of education at Northern Provinces have not high monthly income

2 Level of Motivational Factors of the Respondents

Table 2.1 Mean Distribution of the Responses

According to Physiological Needs

1 Current salary meets the minimum of life’s needs 2.15 Disagree

2 Accesses with adequate and clean water at school 2.90 Agree

3 Receives salary promptly and in accordance with

6 Is provided free accommodation and water 2.21 Disagree

7 Has enough working space in the school

10 Has appropriate workload at school 2.70 Agree

Table 2.1 discusses the mean distribution of physiological needs

of the respondents This implies that the respondents are agreeable towards the physiological aspects, generally, the total computed WM

= 2.70 agree category only suggest affirmative physiological needs However, they feel the inadequacy of the salary to maintain the minimum standard of life with the present economic condition the Northern Province

Table 2.2 Mean Distribution of the Responses

According to Safety and Security Needs

Indicators of Safe and Security Needs WM DR

1 Stays in a safe environment at school 2.91 Agree

2 Stays in a secure environment at school 2.98 Agree

3 Is given free medical care in case of ill health 2.82 Agree

5 Has access to banking services near by the

6 Has fair treatment by the school administration

7 Has access to fire control measures at school 2.85 Agree

8 Has good interpersonal relationship with school

9 Has good interpersonal relationship with

students and colleagues at school 3.03 Agree

10 School complies fully with the labor law and

Table 2.2 presents, the mean distribution of responses according

to safety and security needs of the respondents On the whole, the total computed WM = 2.97 agree category only suggests that there is safety and security among the respondents in the school

Table 2.3 Mean Distribution of the Responses

According to Love and belongingness needs

Indicators of Love & Belongingness Needs WM DR

1 Shows love by students and colleagues

2.82 Agree

2 Is accepted in clubs and organizations

3 Is appreciated by the school administration

8 Feels that he is clearly a part of a group or

multiple groups in school which gives him a

sense of belonging

2.83 Agree

9 School organizations always encourage and

help him whenever he has difficulties in life

and job

2.91 Agree

10 Is encouraged to give comments for school

development and comments are respected by

the school administration and colleagues

2.96 Agree

Table 2.3 depicts the mean distribution of responses of the respondents in terms of love and belongingness Generally, the total computed WM = 2.90 agree category only suggest the feeling of the respondents with love and belongingness This shows that the administrators in colleges of education have been creating a favorable environment for everyone to participate in activities in schools, but the levels are not very high

Table 2.4 Mean Distribution of the Responses

According to Esteem Needs

1 Has made a number of achievements at

2 Has recognized by the school administration 2.62 Agree

3 Has good reputation at school 2.72 Agree

5 Is self motivated at school 2.72 Agree

6 Is respected by students and colleagues 2.86 Agree

7 Has a number of responsibilities at school 2.46 Disagree

8 Is praised by school administration for any

9 Has been attended to by the school