Abstract: The purpose of this study was to establish that work motivation factors, singly or in combination significantly predict the performance of teachers.
Further it aimed to answer the questions: How do teachers perceive work motivation factors as to achievement, recognition, work itself, responsibility, and advancement? How can the level of performance in terms of the CB PAST components: occupational competency, curriculum content and pedagogy; planning, assessing and reporting; community linkages; social regard for learning; and personal, social growth and professional development be described?
Research was conducted at LSPU San Pablo City encompassing the 105 graduate students employed in public and private educational institutions. The researcher utilized the descriptive-correlational design with a researcher-made survey questionnaire and CB-PAST for data-gathering instruments.
For data analysis, statistical tools applied are frequency distribution, percent, mean, standard deviation, factor analysis and multiple regression analysis. Hypothesis was tested at .05 significant levels.
The findings reveal that all item indicators of work motivation factors are found to be significant shown by factor loadings greater than .50.
Teachers found themselves to be generally work motivated (overall mean=3.40).
The Teachers have excellent competency rating and interpreted proficient (overall mean=3.40).
The hypothesis posited is partially supported in the study.
Title: Work Motivation: Essential Factor in Understanding Teachers’ Performance
Author: EDEN C. CALLO
International Journal of Management and Commerce Innovations
ISSN 2348-7585 (Online)
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