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CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
When you decide to become a teacher, your life forever changes. You will
be thinking about the children you teach not only while in the classroom, but
also while you are at home. Thats because you care so much. These words
open the idea that teachers are inherently motivated to teach.
Motivation it is one way of getting the interest of the pupil. It is also their
fuel in listening and cooperating. Student will not be motivated if their teacher
is also not motivated. But what happened in the present is that lots of teachers
lose their love in teaching and helping student learns. They become a drop out
teacher, a clock watcher, always looking at the clock and hasten for the time to
end the class, they have little motivation and cannot think what changes to be
made, and they do not see reason for improvement; they become lazy and
irresponsible in doing their duties. The longer they are in service the lazier they
become. They forget the purpose of their profession and they encounter lack of
motivation in teaching and difficulties in making student understand. They

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forget to learn on the lesson they impart and this results to an ineffective
teaching.
In the present K to 12 curriculum teachers factor has a great
contribution on why student failed in school. Teachers are the ones responsible
on the learning of their students specially that there is no read no move
policy. But how can a teacher motivate and lead their students to learn when
even themselves they are not motivated. There are teachers who are not
fulfilling their responsibilities. They are only focusing on what they will gain
without knowing that there are students who need more attention and
scaffolding to be able to learn. Others are physically disturbed and there are
some students who want to be motivated by their teachers but the teacher is
too shiftless to recognize their presence.
With the above scenario, many students are affected. As the teacher
loses his or her motivation in teaching, students felt the same - losing their
interest in the topic and start to do unnecessary things to entertain them; thus
they never learn. This situation clearly affects their students learning, it may
result in failure and low grades. In the last two decades of educational reform,
teachers have been viewed as central to both of problems of education and its
solution.
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The above situation has made quest for the researchers to search on
factors that affects teachers motivation. It is in this intention that this
research will be conducted.
The researchers hope that effected finding out the factors affecting
teacher motivation, solutions can be to the problems relating to teacher
motivation. This research then will serve as a blueprint.
The researchers also hope that the findings of this study can contribute
meaningfully to the enhancement of the teachers motivation. The researchers
then will look deeper into the potentials of the motivation of the teacher.
Theoretical Framework
This study will seek anchorage on the following concept: In the 1980s,
state governments and local school districts enacted an array of incentives
plans designed to recruit, reward and retain the best teachers Merit pay and
career ladders were intended to provide financial incentives, varied work, and
advancement opportunities for seasoned teachers. These, along with acrossthe-board pay raises, work environment premiums for difficult assignments,
and grants or sabbaticals for research and study, were expected to improve
teacher performance and motivation. This concept is supported by the theories

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on motivation by Johnson (2000): the Expectancy Theory, the Equity Theory,
and Job Enrichment Theory.
According to Johnson (2000) measures developed to boost teacher
motivation are based on three theories of motivation and productivity. The first
is Expectancy theory which states that individuals are more likely to strive in
their work if there is an anticipated reward that they value, such as a bonus or
a promotion, than if there is none. The second is Equity theory which avers
that individuals are dissatisfied if they are not justly compensated for their
efforts and accomplishments. The third is Job Enrichment Theory where
workers are seen to be more productive when their work is varied and
challenging.
The first two theories are justification for merit pay and career ladders, use
of organization incentives, and reform-oriented staff development. The third
theory gives justification to the notion that motivation can be a product of a
persons self-motivation.
Zemmelman, Daniels, and Hyde (2000) support the three theories
presented by Johnson (2000). Their study explains that teachers attitudes are
crucial to the success of in depth curricular innovation. Moreover, the
beneficial effort of teachers attitudes on education reform is reciprocal. Frase
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and Sorenson (2000), in relation to Johnsons theories, caution that not every
teacher will respond positively to educational reform approaches. Autonomy for
one may be isolation for another; one teacher may welcome feedback, another
may see it as infringement on his or her professionalism; and while one may
welcome collaboration, another may see it as stressful imposition. Lieberman
(2000), with the three of Johnson argues for a radical rethinking of
professional development that encourages teachers growth. She believes that
teachers must have opportunities to try out new practices by taking new roles
and creating a culture of inquiry. Darling-Hammond and Mc Lauglin (2000),
supporting Johnsons suggest that staff development also means providing
occasions for teachers to reflect critically on their practices and to fashion new
knowledge and beliefs about content, Pedagogy, and Learners.
Finally, Monahan (2000), trying to elaborate the three theories of Johnson
(2000) describes a new concept, comprehensive professional development (CPD)
that focuses on strategies for facilitating teacher growth through professional
dialogue

with

colleagues,

collaborative

curriculum

development,

peer

supervision, peer coaching and action research leading to school wide change.
The Expectancy, Equity, and Job Enrichment Theories of Johnson (2000)
and the preceding concepts supporting and elaborating the three theories are
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found by the researchers very relevant to the study because they explain the
sources of teachers motivation. They give better understanding of the studys
intention and purpose.
Conceptual Framework
Pooling the contentions and view of the theories the researcher have
conceptualized the factors affecting teachers motivation should observed so
that teachers will be aware on factors that affects their motivation in teaching:
if a teacher is found affected by this in this factor, it finds itself tired of teaching
and become lazy on doing his duty to help young people to learn. This
conception of the researcher brings forward the salient notion that real-life
affects their profession. The researcher has raised quires like how teachers
can motivates students if the teacher itself is not motivated? the present
scenario, emerged in some of the teachers working in school.
This study then takes Teachers motivation and the factors affecting
teachers motivation as the independent variables; the perceived effects of the
factors on teachers motivation are taken are the dependent variables. Since it
is assumed that the socio-economic profile of the respondents affects their
perceptions, the researchers opt to include it in this study and labeled it as the
moderating variable.
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The researchers include an output variable to make this study more
significant and useful. The Teacher Motivation Enhancement Plan is placed as
the output variable.

Figure 1 that follows clearly shows the flow of this study.

Factors

Perception of

Affecting

respondent

Motivation
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Teacher Motivation
Enhancement Plan

Figure A. Schematic Diagram showing the interplay of the variables of this

Study.

Statement of the Problem

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This study will ascertain the factors that can affect the motivation of
teachers in North Central Mindanao College. It will also determine the level of
the influence of these factors on the motivation of the primary education
teachers
Specifically, this study will seek to answer the following question:
1 What
1
2
3
4
2 What

is profile of the respondents of this study in terms of:

gender;
age;
Length of Service;
Salary?
is the extent of teachers response on the factors that affects their

motivation in terms of:

1
Profession,
2
Self-Confidence,
3
Socio-Economic Status,
4
Anxiety in Class,
5
Relation to Colleagues,
6
Leadership of the Administration?
3 What teacher motivation enhancement plan should the respondents
adopt or practice based on the findings of the study?
Significance of the Study
The result of this study will be beneficial to the following;
School Administration. The results of this study can provide the
administration bases of enhancing the teachers strategies to motivate the
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students. The information of the result of this study will provide the teachers
effective strategies on how they adopt and apply their motivations.
Teachers. The result of this study will help teachers examine their selves
to see in what aspects they failed to motivate their students. Teacher can do
many things to create a classroom environment that motivates students to
learn and behave in ways that promote their long-term success.
Parents. The results of this study benefit the parents in the sense that
they their children will be recipient of quality education. They will feel
satisfaction which will boost their motivation to support the education of their
education children.
Students. The motivation is described as a state that energizes, directs
and sustains behavior. Motivation involves goals and requires activities. Goals
provide the impetus for and the directions of action, while action entails efforts
and persistence in order to sustain activity for a long period of time. When
teachers enhance their motivation practices, they tend to teacher better. With
this, the students can benefit from the effective strategies of teachers.

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Future researchers. The findings of this study can be utilized by future
researchers as reference to similar studies or can be used as norms when
embark on comparative studies.
Scope and Limitations
This study well describe the factors affecting teachers motivation, seen by
the researchers to the related the problem that will be investigated. The profile
will be noted as impassionate, uncommitted, unwillingness to participate in
school activities poor attendance, unexpected absence, late coming, lack of
additional training, uncreative and non-stimulating, lack of interest in
meetings, unhelpful attitudes when assistance is needed, resistance to
contributing more than what is required of them and development of
arguments between colleagues.
The study will be conducted in North Central Mindanao Colleges
Maranding, Lala, Lanao del Norte. The respondent will be the Teachers in the
NCMC.
The limitations of this study will be on the gathering of data needed. The
researchers may experience some difficulties in producing and distribution of
the questionnaire since the target respondent may have not time, maybe not

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available or reluctant to participate in the study due to lack of time. This
schedule may lead to the delay of the data gathering and may affect the time
schedule of the researchers to finish this study.
Definition of terms
To make this understandable to the readers, the following terms are
conceptually and operationally defined.
Motivation- This is the attribute that moves us to do or not to do
something Broussard and Garrison (2004). In the context of this study, it is
defined as the act of making teachers feel that their work is recognized and
valued and at the same time they get the rewards worth their input.
Job Satisfaction- This is the feeling by the employee towards the job
they do with regard to conditions of work and the rewards accrued (Sullivan,
2012). In this study, this term refers to the positive feeling of the teachers, like
feeling of joy and contentment for a job well done or for something good done
for them.
Work Situations This is the school environment where teachers teach
(Clarke, 2000). In this study, this meaning extends to include the events or
activities that happen in the workplace.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents relevant literature on teacher motivation, job
satisfaction, reward system, training and development and work situation
factors. The chapter ends with a summary of the literature review
Related Literatures
Teacher Motivation
Motivation is an important issue in any organization because it is
involved in energizing or initiating human behavior, directing and channeling
that behavior and sustaining and maintaining it. Work motivation is one of the
most influential constructs in organizational psychology, and it has been
analysed in many work contexts ( Gomes & Borba, 2011). In education, teacher
motivation is considered to be a key construct due to its impact on student
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motivation and effective school functioning (Rufini, Bzuneck, & Oliveira, 2012;
Zenorini, Santos, & Monteiro, 2011). According to Jesus (2003), studies in this
area increased significantly during the 1980s, but they focused solely on the
impac tof salary incentives. In the opinion of Mller and Hanfstingl (2010),
additional research on teacher motivation is needed to develop a consistent
field of study, clarify contradictory findings, and develop new research
guidelines.
However, teacher motivation should be considered extremely important.
Teachers are fundamental to student motivation through their teaching quality
and the development of the teacher-student relationship (Santisi, Magnano,
Hichy, &Ramaci, 2014). Since the foundation of the European Higher
Education Area, numerous studies (e.g., Ariza, Quevedo-Blasco, &Buela-Casal,
2014) have addressed the professional motivation of university teachers and
the impact of performance appraisals. Jesus (1996) remarked that in addition
to the importance of the role of teachers in the classroom, they are very
important in the implementation of educational policies. In short, teacher
motivation is important due to its impact on the classroom and the school
because it influences both the organization and individuals (Bentea &

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Anghelache, 2012; Mller & Hanfstingl, 2010). Therefore, it is imperative to
understand which aspects influence this construct.
Aloe, Shisler, Norris, Nickerson, and Rinker (2014)and Jesus (2010)
observed that teachers had higher levels of distress and burnout compared
within dividuals in other human service professions. Several studies ( e.g.,Aloe
et al., 2014; Bascia & Rottmann, 2011;G uglielmi, Panari, Simbula, & Mazzetti,
2014;Roness& Smith, 2010) concluded that work-related variables such as (a)
monetary incentives;(b) large class sizes;(c) poor working conditions;(d) few
promotion opportunities; (e) student misbehavior; and (f) high workloads
contributed significantly to teacher demotivation and could induce teacher
turn-over. A study realized in Portugal (Jesus, 1996) demonstrated that in a
sample of 576 teachers, over 50% wanted to leave teaching. Another study that
examined Portuguese and Brazilian teachers showed similar results (Jesus et
al., 2011). In conclusion, teachers are exposed to difficult working conditions
that influence their motivation and may result in negative psychological
outcomes, leading to teacher turnover.
Moreover, the risk of a decrease in salaries, sometimes accompanied by a
decline in the status of the profession relative to others, is that teachers
incentives to provide quality teaching might become (or remain) insufficient.
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This worry has been expressed by the UNICEF (2000) that underlines the fact
that low wages drive teachers into other activities to the detriment of teaching,
or by the African Development Bank (2000) that identifies low salaries as the
most harmful factor for the education sector in general. In recent years, in
many developing countries high levels of teacher turnover and absenteeism
have indeed become entrenched.
Organizational climate is an organizational attribute that refers to
working experiences (Schneider, Ehrhart, & Macey, 2013). According to Kohl,
Recchia, and Steffgen (2013) and Schneider et al. (2013),an organization is
heterogeneous because it tends to have several climates. Despite this,Bocchi,
Dozza, Chianese, and Cavrini (2014) felt that interpersonal relationships and
social interactions were the most important dimensions of a school's
organizational climate.
Arrangement of the Workspace and Teacher Motivation
Whereas size measures the amount of space per employee, arrangement
refers to the distance between people and facilities. Robbins (2003) says that
the arrangement of ones workspace is important primarily because it
significantly influences social interaction. An employees work location therefore
is likely to influence the information to which one is privy and ones inclusion
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or exclusion from organizations events. Whether you are on a certain grapevine
network or not, for instance, will be largely determined by where you are
physically located in the organization.
Luthans (2000) argues that if people work in a clean, friendly
environment they will find it easier to come to work. If the opposite should
happen, they will find it difficult to accomplish tasks. Working conditions are
only likely to have a significant impact on job satisfaction when, for example,
the working conditions are either extremely good or extremely poor. Moreover,
employee complaints regarding working conditions are frequently related to
manifestations of underlying problems. Teachers workload, changes in the
education system and a lack of discipline amongst some of the learners may be
some of the reasons why teachers want to exit the profession. According to
Bishay (2000), the working environment of teachers also determines the
attitude and behavior of teachers towards their work.

He indicates that

research has shown that improvement in teacher motivation has a positive

effect on both teachers and learners.
Moreover, within the teaching profession, for example, there are different
working conditions based on the past allocation of resources to schools. Ngidi

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and Sibaya (2002) found that, in disadvantaged schools, working conditions are
often not conducive to teaching and learning.
Related Studies
Studies on Factor affecting the motivation of the teacher are found in this
section the studies of Barmby (2006), Hallinger and Heck (2000),and Eimers,
(2000)
According to Hallinger and Heck (2000), school leaders can play a critical
role in the success of educational institutions. To the extent that school leaders
can control the outcomes of teachers' efforts, they can influence the levels of
motivation teachers experience (Silver, 2000). This can be through their
influence on teachers' morale and motivation. Studies have lent proof (Hallinger
and Heck, 2000; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008)
that School leadership affects the way teachers teach, and hence, impact
directly on student performance. Since school leaders can, in one way or the
other, affect the intrinsic factors listed, they, thus, play an extremely role in
motivating teachers.
Indeed, in an attempt to study teachers' motivation, Pitre (2003) found
significant relationship between school leadership and teacher motivation. A

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school head should not only be an effective leader, manager and counselor, but
also an effective motivator. Motivated teachers are productive teachers
(Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders
should bear in mind that without these, educational programmes may be
deeply weakened (Snowden and Gorton, 2002). This is supported by Brown's
study (2005), which found significant link between political, local and
organizational factors and the use of incentives to motivate teachers in charter
schools. Motivation was higher where more external incentives were provided.
In fact, School leadership and Teacher Motivation are two things that are
inextricably linked.
INSIGHT LEARNED FROM THE RELATED STUDIES
The reading of the researchers made them realized that the teachers are
influenced by intrinsic, extrinsic factors and altruistic reasons. This knowledge
help the researcher to identify whether of these factors are most influenced to
the motivation of the teachers.

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CHAPTER III
RESEARCH METHODS
This chapter describes the research design, study population, sampling
design and procedure, data collection instruments, data collection procedures
and data analysis. It explains various scientific methods used in achieving the
study objectives.
Research Design
This study used descriptive survey design. The main advantage of this
type of design is that it enables the researcher to assess the situation within
the study area at the time of the study. The researcher therefore used the
design to assess the factors affecting teacher motivation in North Central
Mindanao College. According to Cooper (2000), a descriptive study is concerned
with finding out who, what, where and how of a phenomenon which is the
concern of this study. Thus, the researcher deemed the design appropriate for
the study as it allowed for investigation of how different factors affect teacher
motivation in the area of study.
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Research Environment
This study will be conducted at North Central Mindanao College building.
The school is located at Maranding lala Lanao del Norte, it is composed of three
buildings. One for elementary students, one for college and another one for
high school
The school will be seen along the way to Salvador, Lala, Lanao Del Norte.
It was built on the year 1989 and was owned and leads by Mr. Archer Undag.
The school has over thousandths students. It is composed of 5 floors,
with library, canteen, and playground and deans office. They have hundreds of
faculties in this building working together with their own will.

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Respondents and Sampling Procedures

The respondents of the study will be teachers of North Central Mindanao
College in Maranding lala Lanao Del Norte. Their number is pre-determined by
the researchers through the help of the research adviser. The simple random
sampling through fish bowl technique is used to determine the individual
respondent. Table A below shows the distribution of the respondents.

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Table A. Distribution of Respondents
Level
High School Department
Total

N. Respondents
28
28

Data Gathering Procedure

The Data from the field will be collected through questionnaire. The
researcher will administer the questionnaire personally. The researcher will
visit the departments mentioned in the sample for obtaining the opinions of the
teachers at North Central Mindanao College.
The researcher will assure the respondents on the confidentiality of their
answer, so sincere answers will come out from respondents.
This data gathering will follow right after the granting permission from
the department researcher authorities. In every made the researchers will
always refer to their research advisers to assured of doing an accurate process.
The Research Instrument and Their Validity
The research instrument of this study will be a structured survey
questionnaire. It will be divided into two parts. The first part is to gather data
with the profile of the respondents. The second part will be the extent of the
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perception of the respondents pertaining to the factors affecting their
motivation. The aforementioned instrument will be tested for reliability and
validity with the steps, guidance and, suggestions of the researchers research
adviser. It will be tailored to accurately collect the relevant data from this study.
Statistical Treatment
The following statistical tools will be used to treat the data of this study:
1 Frequency and Percentage- this will be used to describe the profile of the
respondents.

CHAPTER IV
RESULT, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyze and interpret the data gathered from the
survey. Table 1 through 4 shows the frequency and distribution of respondents
profile by gender, age, salary income, and length of service. Tables 5 to 10 show
the factors that affect the motivation of the teachers in terms of teachers
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profession, self-confidence, socio-economic status, anxiety in classroom, their
relation with their colleagues and leadership of the administration.
Problem: What is profile of the respondents of this study in terms of
gender, age, salary income, and length of service?
RESPONDENTS PROFILE
This variable in this study includes the gender classification, age, salary
income and length of service of the teachers in North Central Mindanao College
particularly in High School Department for the year 2015-2016.
Gender
The respondents were asked to indicate first their gender. It turned out
that there were 9 (32.14%) males and 19 (67.86) females. Research by
Davidson et al. (2005) showed that female-male composition of teaching is not
new: the majority of teachers are women. From the findings of the study, it can
be said that there are many women teachers in North Central Mindanao
College, High School Departments. These are as presented in Table 1.
Table 1 Frequency and Percentage Distribution of Teacher`s Gender
Gender

Frequency

Percentage (%)

Male

32.14
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Female

19

67.86

Total

28

100

Age
Table 2 shows the frequency and percentage distribution of respondents
age. It shows that there were 11 or 39.29% of the teachers interviewed aging
22-25 years old. 12 or 42.86% of the teacher interviewed were belonging to ages
26 to 29, and there were 5 or 17.86% ages 30 and above. This means that
there are relatively few experienced teachers who can serve as mentors and
provide professional support and leadership thus motivating teachers. A study
by Bennell and Mukyanuzi (2005) on teacher motivation crisis, they found that
individual teacher characteristics can also adversely impact on motivation
levels. They added that age profile of teachers has become younger in many
countries due to the rapid expansion of primary and, more recently, secondary
school enrolments and/or higher rates of teacher attrition.
Table 2 Frequency and Percentage Distribution of Respondents` Age
Age (years)
22 25
26 29
30 and above

Frequency
11
12
5

Percentage (%)
39.29
42.86
17.86
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Total

28

100

Salary Income
Motivation of employees and their productivity can be enhanced through
providing them effective recognition which ultimately results in improved
performance of organizations. The entire success of an organization is based on
how an organization keeps its employees motivated and in what way they
evaluate the performance of employees for job compensation (Andrew, 2004).
Table 3 shows the frequency and percentage distribution of respondents
salary income. The results show that there were 18 or 64.29% of the
respondents were having a salary amounting to PHP7000-8000 while 10 or
35.71% of the respondents were having a salary amounting to PHP9000 and
above. This could be possible for teachers in North Central Mindanao College
particularly in High School Department were being compensated according to
their qualifications. Qualified teachers were compensated amounting to
PHP9000 and above while non-qualified teachers were compensated lower than
the aforementioned amount.
Table 3 Frequency and Percentage Distribution of Respondents` Salary Income
Salary Income

Frequency

Percentage (%)
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5000-6000
7000-8000
9000 and above
Total

0
18
10
28

0
64.29
35.71
100

Length of Service
This variable of this study indicated the number of years of teaching
experience or service rendered by the respondents. Table 4 shows the
frequency and percentage distribution of the respondents length of service.
The results show that there were 4 or 14.30% of respondents having below 1
year length of service. 19 or 67.85% of the respondents were having 1-2 years
length of service while 5 or 17.85% of the respondents were having 3 and above
years length of service. This could be possible for some of the teachers were
fresh graduate or newly employed.
Table 4 Frequency and Percentage Distribution of Respondents` Length of
Service
Length of Service
Below 1 Year
1 2 years
3 and above
Total

Frequency
4
19
5
28

Percentage (%)
14.30
67.85
17.85
100

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Problem: What is the extent of teachers response on the factors that
affects their motivation in terms of Profession, Self-Confidence, Socioeconomic Status, Anxiety in Class and Relation to Colleagues?
Factors that Affects Teachers Motivation
The motivation of teachers is affected by many factors. Amongst those
factors a few are: teachers profession, self-confidence, anxiety in the classroom
and their relation with their colleagues.
The application, screening and recruitment of teachers in the public
schools are spelled out in DepEd Order No. 12, s. 2012 -Revised Guidelines on
the Hiring of Teacher 1 Positions Based on the Reform Actions in BESRA). It is
a requirement that the applicant has passed the Licensure Examination for
Teachers (LET) administered by the Professional Regulation Commission (PRC).
Certified teachers are usually those who have graduated from accredited
teacher education programs. Some of these teachers are also required to
complete an induction program or pass a national teacher examination test in
order to obtain a license (Hammond, 2001).
Table 5 shows the responses of the teachers in terms of teachers
profession. Results show that 67.86% of the teacher selected their own
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profession on their own choice while 39.29% want to pursue to any other
profession. Majority of the teachers (89.29%) were not pressurized in selecting
their profession by anybody else. Moreover, majority of the teachers (60.71%)
didnt get any other job and having a special objective in his/her field (71.43%).
A teacher is a highly valued personality in a society and teaching is
considered to be the most sacred and distinctive profession. History is full of
evidence about the nations where education has distinguished progress. The
profession of a teacher has never been so challenging and demanding as it has
become now. Global emphasis on literacy shows the worlds concern for the
teachers role in the development of society. Young teachers joining this
profession take five to seven years to understand the chemistry of this
profession and 30% might depart for good, leaving 70% behind who would
remain in this profession for almost 30 years (CFNC.org, 2016).
Table 5 Teachers` Profession
Indicators
Teachers` Profession
1. Did you select

YES

NO

teaching 19

67.86

32.14

profession on your own choice?

2. Did you want to go to any 11

39.29

17

60.71

other profession?
3. Did somebody pressurize you 3

10.71

25

89.29

to select this profession?

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4. Didn't you get any other job?
11
5. Do you have any special 20
objective in this field?
Average

39.29
71.43
12.8

17
8

45.716

60.71
28.57
15.2

54.284

Table 6 shows the responses of teachers self-confidence. Majority of the

teachers do feel that they are given importance in the society (89.29%) and they
are ready to face all kinds of situation in the class (82.14%). Moreover, they are
confident on having a lot of abilities (67.86%). However, most of the teachers
are not confident that they are better than others (60.71%) while a hundred
percent like themselves. Additionally, they think that they are good persons
(100%). Nevertheless, their family does not depend on them (64.29). Majority of
the teachers do not hesitate to meet other people (89.29%). However, fifty
percent of the teachers were satisfied on their present performance. People do
love them (89.29%) and they have self-confidence (85.71%).
According to Bandura (1997), confidence is akin to self-efficacy. Those
teachers who are confident, or self-efficient have demonstrated: a) the ability to
generate and test alternative courses of action when initial success is not met;
b) enhanced functioning through elevated levels of effort and persistence; and
c) enhanced ability to deal with a problem situation by influencing cognitive
and emotional processes related to the situation (Martin, 2006). Conversely,
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according to Bandura (1997) teachers with low confidence tend to dwell on
their deficiencies and view situations as more difficult than they really are.

Table 6 Teachers` Self - Confidence

Indicators
Teachers` Self Confidence
1. Do you feel that you are given importance

YES

NO

89.2

in the society?
2. Are you ready to face all kinds of

25

9
82.1

10.71

situations in class?
3. Do you think that you have a lot of

23

4
67.8

17.86

abilities?

19

6
35.7

32.14

4. Does your family depend on you?

10

1
39.2

18

64.29

5. Do you feel yourself better than others?

6. Do you like yourself?

11
28

9
100
10.7

17
0

60.71
0

25

89.29

performance?
9. Do you think that you are a good person?

14
28

50
100
89.2

14
0

50
0

10. Do people love you?

25

10.71

7. Do you hesitate to meet other people?

8. Are you satisfied with your present

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85.7
13. Have you self-confidence?
Average

24

1
68.1

14.29

19.09

8.91

31.82

Teachers have a very tough job and have to deal with a ton of difficult
tasks, work-load children, and people in their career.

In the process of

working to achieve educational goals, it may be observed that the motivation of

teachers is lower and that their stress levels are higher than those of
individuals working in other fields (Gokce, 2010; Jesus and Conboy, 2001).
Table 7 shows the responses of the teachers on the factors affecting
teachers motivation in terms of their socio-economic status. Results show that
majority of the teachers think that they receive their salary lower as compared
to their work (64.29%) and they are not receiving it on time (71.43%). They also
have other earning hand in their family (67.86) while seventy-five percent were
not living in an extended family system. Moreover, 60.71% of the teachers said
that low income does not affect their teaching work. On the other hand, most of
the teachers were aspiring that their present economic status should improve
(82.14%). Hence, it was concluded that low salaries of the teachers affected
their teaching. Most of the teachers were not fully satisfied with their economic
states and they wanted to upgrade the standard of life.
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Table 7 Teachers Socio-Economic Status
Indicators
Teachers` Socio Economic Status
1. Do you think that you receive less salary as
compared to the work you do?

YES

NO

35.7

64.2

10

1
28.5

18

9
71.4

7
67.8

20

3
32.1

family?
4. Do you live in an extended family system?
5. Do you aspire that your present economic

19
7

6
25
82.1

9
21

4
75
17.8

status should improve?

6. Does the low income affect your teaching

23

4
39.2

6
60.7

work?

11

9
46.4

17

1
53.5

13.00

15.00

2. Do you receive your salary in time?

3. Is there any other earning hand in your

Average

Table 8 shows the responses of the respondents towards teachers

anxiety in classroom. Most of the teachers do not feel anxious in class
(67.86%). Most of the teachers think that they can control the classroom
carefully (89.29%). They also think that their students feel comfortable with
them (96.43%). Students understand what they want to communicate
(85.71%). A good number of teachers think that students like them (92.86%).
This could be possible for some of the teachers were approachable with their

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College of Educaion
students though the teaching-learning process in school could be Spartan-like
sometimes as they tried to discipline their students.
Table 8 Teachers` Anxiety in Classroom
Indicators
Teachers` Anxiety in Classroom
1. Do you feel anxious in class?
2. Do you think that you can control the

YES

NO

32.14

19

67.86

classroom carefully?
3. Do you think that your students feel

25

89.29

10.71

comfortable with you?

4. Do you think students understand

27

96.43

3.57

24
26
22.20

85.71
92.86
79.29

4
2
5.80

14.29
7.14
20.71

what you want to communicate?

5. Do you think that students like you?
Average

Table 9 presents the responses of the teachers towards relation with their
colleagues. Most of the teachers do not think that they have more abilities than
their colleagues (57.14%). A good number of teachers also think that their
colleagues are happy with them (96.43%) as the same time a hundred percent
of the teachers do not think that their colleagues are jealous with them.
According to sociologists, current school environments are a rewardscarce setting for professional work and often seem to work against teachers
best efforts to grow professionally and improve student learning (Peterson

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College of Educaion
1995). Much of teachers work is carried out in self-contained classrooms that
isolate

them

from

the

support

of

their

colleagues.

Because

of

this

organizational structure, teachers are difficult to supervise, do not receive

regular feedback from others, and often find it hard to collaborate.
Table 9 Teachers` Relation with their Colleagues
Indicators
Teachers` Anxiety Relation with their

YES

NO

Colleagues
1. Do you think that you have more
abilities than your colleagues?
2. Do you think that your colleagues are

12

42.86

16

57.14

happy with you?

3. Do you think that your colleagues feel

27

96.43

3.57

0
13.00

0
46.43

28
15.00

100
53.57

jealous of you?
Average

Table 10 shows the responses of the teachers on factors affecting

teachers motivation in terms leadership of the administration. Results show
that most of the teachers (53.57%) were not satisfied with the administration
though they were given moral support from their leader (60.71%). Majority of
the teachers said that their leader is a good motivator (64.29%). Hence, a good
number of teachers said that the leadership affects their teaching work
(71.43%). As observed by the researchers, the administration always gives
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College of Educaion
evaluation remarks for all teachers. This could be another way to evaluate the
effectiveness of the teachers for future development of teachers training.
Table 10 Leadership of Administration
Indicators
Leadership of Administration

YES

NO

46.4
1. Are you satisfied with the Administration?
2. Do you receive moral support from your

13

3
60.7

15

53.57

leader?

17

1
64.2

11

39.29

3. Does your leader a good motivator?

4. Does the leadership affect your teaching

18

9
71.4

10

35.71

work?

20

3
60.7

28.57

Average

17

11

39.29

Table 1 shows the summary of the extent of factors affecting teachers

motivation. Figure 2 shows the comparisons of these factors. Results show that
anxiety in classroom (79.29%) has the greatest influence towards teachers
motivation followed by self-confidence (68.18%) and leadership of the
administration (60.72%). Socio-economic status (46.43%) and relation to
colleagues (46.43%) has a fair position followed by the teachers profession
(45.71%).
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Clearly, education leaders need to find ways to keep teachers in the
profession and keep them motivated. A motivated teacher, as described here, is
one who not only feels satisfied with his or her job, but also is empowered to
strive for excellence and growth in instructional practice.
Table 11 Summary of the Extent of Factors Affecting Teachers Motivation
INDICATORS

AVERAGE %

Profession
Self-Confidence
Socio-Economic Status
Anxiety in Classroom
Relation to Colleagues
Leadership of Administration

45.71
68.18
46.43
79.29
46.43
60.72

Figure 2 Comparisons of the Factors Affecting Teachers Motivation

90
80
70
60
50
40
30
20
10
0

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

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Summary of Findings

This study had dealt with the factors affecting the motivation of the basic
education teachers of North Central Mindanao College: Basis of Teacher
Motivation Enhancement. Specifically, this study aims to answer the following
questions: What is profile of the respondents of this study in terms of gender,
age, length of service; salary? What is the extent of teachers response on the
factors that affects their motivation in terms of: Profession,

Self-Confidence,

Socio-Economic Status, Anxiety in Class, Relation to Colleagues, and

Leadership of the Administration? What teacher motivation enhancement plan
should the respondents adopt or practice based on the findings of the study?
In order to answer these questions, the researchers used convenience
sampling in selecting their research subjects/respondents who are the teachers
of North Central Mindanao College in High School Department. Statistical
treatments were used to analyze and interpret the data gathered in a survey
interview such as frequency and percentage. The respondents were asked to
indicate first their gender. It turned out that there were 9 (32.14%) males and
19 (67.86) femalesIt shows that there were 11 or 39.29% of the teachers
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College of Educaion
interviewed aging 22-25 years old. 12 or 42.86% of the teacher interviewed
were belonging to ages 26 to 29, and there were 5 or 17.86% ages 30 and
above. There were 18 or 64.29% of the respondents were having a salary
amounting to PHP7000-8000 while 10 or 35.71% of the respondents were
having a salary amounting to PHP9000 and above. There were 4 or 14.30% of
respondents having below 1 year length of service. 19 or 67.85% of the
respondents were having 1-2 years length of service while 5 or 17.85% of the
respondents were having 3 and above years length of service. Results show
that 67.86% of the teacher selected their own profession on their own choice
while 39.29% want to pursue to any other profession. Majority of the teachers
(89.29%) were not pressurized in selecting their profession by anybody else.
Moreover, majority of the teachers (60.71%) didnt get any other job and having
a special objective in his/her field (71.43%). Majority of the teachers do feel
that they are given importance in the society (89.29%) and they are ready to
face all kinds of situation in the class (82.14%). Moreover, they are confident on
having a lot of abilities (67.86%). However, most of the teachers are not
confident that they are better than others (60.71%) while a hundred percent
like themselves. Additionally, they think that they are good persons (100%).
Nevertheless, their family does not depend on them (64.29). Majority of the
teachers do not hesitate to meet other people (89.29%). However, fifty percent of
40

NORTH CENTRAL MINDANAO COLLEGES

College of Educaion
the teachers were satisfied on their present performance. People do love them
(89.29%) and they have self-confidence (85.71%). Results show that majority of
the teachers think that they receive their salary lower as compared to their
work (64.29%) and they are not receiving it on time (71.43%). They also have
other earning hand in their family (67.86) while seventy-five percent were not
living in an extended family system. Moreover, 60.71% of the teachers said that
low income does not affect their teaching work. On the other hand, most of the
teachers were aspiring that their present economic status should improve
(82.14%). Most of the teachers do not think that they have more abilities than
their colleagues (57.14%). A good number of teachers also think that their
colleagues are happy with them (96.43%) as the same time a hundred percent
of the teachers do not think that their colleagues are jealous with them. Most
of the teachers do not feel anxious in class (67.86%). Most of the teachers think
that they can control the classroom carefully (89.29%). They also think that
their students feel comfortable with them (96.43%). Students understand what
they want to communicate (85.71%). A good number of teachers think that
students like them (92.86%). Results show that most of the teachers (53.57%)
were not satisfied with the administration though they were given moral
support from their leader (60.71%). Majority of the teachers said that their

41

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College of Educaion
leader is a good motivator (64.29%). Hence, a good number of teachers said
that the leadership affects their teaching work (71.43%).
Results show that anxiety in classroom (79.29%) has the greatest
influence towards teachers motivation followed by self-confidence (68.18%) and
leadership of the administration (60.72%). Socio-economic status (46.43%) and
relation to colleagues (46.43%) has a fair position followed by the teachers
profession (45.71%).
Conclusions
The results of this study have formulated the following conclusions:

Most of the teachers think that they have more capabilities than their

colleagues.
Low salaries of the teachers affected their teaching. Most of the teachers
were not fully satisfied with their economic states and they wanted to

upgrade the standard of life.

Some of the teachers were approachable with their students though the
teaching-learning process in school could be Spartan-like sometimes as

they tried to discipline their students.

The administration always gives evaluation remarks for all teachers. This
could be another way to evaluate the effectiveness of the teachers for
future development of teachers training.
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College of Educaion

Education leaders need to find ways to keep teachers in the profession

and keep them motivated. A motivated teacher, as described here, is one
who not only feels satisfied with his or her job, but also is empowered to
strive for excellence and growth in instructional practice.

Recommendations
The following were the recommendations of the researchers to the
Teachers, School Administrators and Future Researchers.
Teachers

There should be positive, and open-mindedness on the individual

teachers.
Attend seminars for team-building for teachers organization
Avoid competition and improve collaboration with co-subordinate

School Administrators

Organize a team-building activity to improve relation with colleagues

Compensate teachers according to qualification and outcomes
Look for best and win-win solution in any problem to avoid
misunderstanding
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Future Researchers

Use larger sample size

Better study the effects of motivation factors to the students and
teaching process.

44