MOTIVATONAL FACTORS AS PREDICTORS OF TEACHERS’ JOB PERFORMANCE IN COLLEGES OF EDUCATION AT NORTHERN PROVINCES: A PROPOSED ENHANCEMENT PROGRAM
MOTIVATONAL FACTORS AS PREDICTORS OF TEACHERS’ JOB PERFORMANCE IN COLLEGES OF EDUCATION AT NORTHERN PROVINCES: A PROPOSED ENHANCEMENT PROGRAM A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University Socialist Republic of Vietnam In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Educational Management HOANG VAN THANH - (FRANK) April 2014 APPROVAL SHEET 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 examination. DR. RICARYL CATHERINE P. CRUZ Research Adviser Approved by the Oral Examination Committee, 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. DR. …………………… Member DR…………………………. Member DR………………………… Member DR. ……………………… Member DR. ………………………… SUSANA A. SALVACION, Ph.D. 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 . iii ACKNOWLEDGEMENT 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; iv Dr. Dang Xuan Binh, Director of the International Training Center, Thai Nguyen University for his precious, invaluable assistance and his sincere encouragement 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; v His loving classmates and colleagues, for the endless support and 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 DEDICATION 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 TABLE OF CONTENTS 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 LIST OF TABLES Table Page 1 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 Frequency and Percentage Distribution of the Respondents…………. Frequency and Percentage Distribution of Respondents According to Age…………………………………………………………………… Frequency and Percentage Distribution of Respondents According to Gender…………………………………………………………………. Frequency and Percentage Distribution of Respondents According to Professional qualification……………………………………………… Frequency and Percentage Distribution of Respondents by Number of Years Spent in Schools………………………………………………… Frequency and Percentage Distribution of Respondents According to Monthly Income……………………………………………………… Mean Distribution of the Responses According to Physiological 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 Monthly Income……………………………………………………… 38 43 44 44 45 45 46 48 50 52 54 56 58 59 60 63 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.3.1 3.3.2 3.3.3 3.3.4 3.3.5 3.4.1 3.4.2 3.4.3 3.4.4 3.4.5 3.5.1 Mean and Chi-Square Values as to Safety and Security needs in terms of Age…………………………………………………………………. Mean and Chi-Square Values as to Safety and Security needs in terms of Gender……………………………………………………………… Mean and Chi-Square Values as to Safety and Security Needs in terms 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 Age…………………………………………………………………. 65 67 69 70 72 74 76 78 80 82 84 86 87 89 91 93 3.5.2 3.5.3 3.5.4 3.5.5 4.1 4.2 5.1 Mean and Chi-Square Values as to Self Actualization Needs in Terms of Gender………………………………………………………………. Mean And Chi-Square Values as to Self Actualization Needs In Terms of Educational Qualification ………………………………………… 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 Performance……………………………………………………………. 95 97 99 101 103 104 106 [...]... 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:... 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... 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... 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 teacher performance has 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 the motivational factors and the teachers’ job performance in. .. PREDICTORS OF TEACHERS’ JOB PERFORMANCE IN COLLEGES OF EDUCATION AT NORTHERN PROVINCES A PROPOSED ENHANCEMENT PROGRAM Researcher: : HOANG VAN THANH – (FRANK) Degree : Doctor of Philosophy in Educational Management Name/ Address of Southern Luzon State University the Institution Graduate School Lucban, Quezon Date Completed : April 2014 Adviser : DR RICARYL CATHERINE P CRUZ ABSTRACT The primary intent of this... 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... 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 Chapter I INTRODUCTION 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... 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... exist temporary and dominate motivation and individuals time and again return to needs that have earlier on been satisfied In line with his argument is that, for adequate work motivation leaders 16 and managers need to understand the active needs that create individual employee motivation American psychologist Henry Murray (1988) developed a theory of personality that was organized in terms of motives, . in Educational Management HOANG VAN THANH - (FRANK) April 2014 APPROVAL SHEET In partial fulfillment of the requirements for the degree Doctor of philosophy in Educational Management, this research. 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. EDUCATION AT NORTHERN PROVINCES. A PROPOSED ENHANCEMENT PROGRAM Researcher: : HOANG VAN THANH – (FRANK) Degree : Doctor of Philosophy in Educational Management Nam e / Address of the Institution Southern