siegfred research proposal 2final
TRANSCRIPT
Chapter 1
INTRODUCTION
Background of the Study
Eastern Visayas State University is a growing institution in the Eastern
Visayas Region which addresses its academic endeavour towards the development of the
socio-economic conditions in the region by emphasizing the human resources
development as a necessary input to production and growth. The University aims to be a
catalyst of meaningful change through educational programs that enhance intellectual and
technical skills as well as humane values. It has four main functions, namely: instruction,
research, extension services and production.
Meanwhile, the College of Engineering is one of the colleges in the
University, which aims to develop globally competitive professional engineers and
technologists in the region. It offers courses in the field of chemical engineering, civil
engineering, electrical engineering, electronics and communication engineering, geodetic
engineering, industrial engineering, mechanical engineering and information technology.
The faculty members of the college are composed mainly of professional
engineers and technologists in their respective field; each of them has different
educational qualification and academic rank. In order to attain the mission and vision of
the college, as well as, the University as a whole, the faculty must be competent and
effective in their fields, inculcating quality education and training to its students.
Universities are a center of higher education where teachers play an
important role in ensuring high quality of education by developing their students as
global citizens for the outside corporate world. However, it is only possible when
teachers in universities are motivated enough to accomplish their goals effectively.
Teachers are the building blocs of universities. Undoubtedly, teachers are the
developers of positive and progressive society in any country. It is therefore, necessary to
have highly motivated teachers particularly in universities where teachers’ motivation is
extremely demanded. The courage and dedication for developing high performance work
systems can only be achieved if teachers would be willing to give their best.1
The Commission on Higher Education is putting its extreme efforts in
polishing universities performance. CHED has taken various initiatives in order to
improve teachers learning and development for higher education progress in the country.
These initiatives include national and international scholarships, teachers
training, increasing salary packages, revising teaching compensation programs and much
more. There is no doubt that intention behind these initiatives is to motivate teachers for
enhanced performance in particular and to improve higher education standard in country
as a whole.
The basic requirement for the teacher as a professional is ideally his holding
of a well-founded body of knowledge. This distinct knowledge, which is determined by
training standards, a certain number of education courses and minimal requirements
establish the teacher’s expertise.2
The teacher is absolutely full of content of his specialization. Among the
behaviours of an effective teacher inferred from the student’s ratings are included the
following: knows a great deal about the subject, does not get confused by unexpected
___________________________ 1Aquino, Gaudencio. Fundamentals of Efficient Teaching. Manila: Rex Bookstore, 1974, p. 28.
2Aquino, p. 30
questions, is never stumped by a student’s questions, seems to know more about the
subject than just what is in the book, and does not seem to be afraid of making mistakes.
One of the concerns in the study of Industrial Engineering is to manage people or
human resources. People or human resources are the most important basic strategic factor
in the organization. Dealing with human resources, it is important to know what
motivates them to do their work. This research has elaborated various motivational
factors and maintenance factors that are influential to university teachers for their work
effectiveness in enhancing their performance in order to increase the institutional
effectiveness. It is on this premise that the researcher conducted this research to find out
if the faculty in the College of Engineering of Eastern Visayas State University are
satisfied with those factors surrounding them.
Statement of the Problem
It was the concern of the study to determine the perception of the faculty in
the College of Engineering of Eastern Visayas State University to the identified job-
related factors.
Specifically, this study sought to answer the following questions:
1. What are the perceptions of the faculty in terms of the following
motivational factors?
1.1 Growth Opportunity
1.2 Job Security
1.3 Opportunity for Promotion
1.4 Recognition from Others
1.5 Responsibility with the Teaching Job
2. What are the perceptions of the faculty in terms of the following
maintenance factors?
2.1 Rewards and Benefits
2.2 Financial Security
2.3 Physical Environment
2.4 Social Environment
2.5 School Social Services
3. What intervention scheme that could be proposed based on the findings of the
study?
Assumption
The researcher assumed that the all the identified job related factors under
motivational factors and maintenance factors were found to be “very favorable” as
perceived by the faculty in the conduct of their job.
Significance of the Study
The researcher believed that the study bears a significant value to the
following:
Students. Through this study, they will have a better understanding on the
factors that motivates their teachers in doing their work. Especially to the engineering
students, they will know the causes why their teachers are competent and effective in
their performance, or not. As this study geared towards an improved job performance, the
result will ultimately improve student’s performance. Hence, the students will benefit
from this because good teaching performance corresponds to good students’
performance.
Teacher Respondents. The identification of the factors affecting the job
performance of teachers will make them aware how and why their performance is
affected. Thus make them more decisive in taking some definite steps towards enhancing
their performance.
School Administration. The knowledge of the factors found to affect the job
performance of the teachers will provide them basis for planning, identifying, selecting
and implementing school policies and programs that will best promote the motivation of
teachers.
Prospective Teachers. To those aspiring to become teachers, this study will
give them insights to the conditions surrounding the teachers. As the factors affecting
performance are identified, they will be more ready to face the challenges once they
become teachers themselves.
Future Researchers. Collecting data on the factors affecting performance
and developing a survey questionnaire could provide them the foundation for a job
related factors identification instrument.
Scope and Limitations of the Study
The study focused on the perception of the faculty in the College of
Engineering to the identified job related factors that surrounds in the performance of their
teaching profession. The subjects that will be involved in the study will be the full-
time/regular teaching employees in the different departments of the college.
This study was limited to the following variables: 1) motivational factors
such as growth opportunity, job security, opportunity for promotion, recognition from
others, responsibility with the teaching job, and 2.) maintenance factors such as rewards
and benefits, financial security, physical environment, social environment and school
social services.
This study was conducted on the school year 2010-2011
Conceptual Framework
This study based on the concept that the teacher is the most important factor
in the educational process. The role of teacher in education is central. The teacher is, after
all, the point of contact between the educational system and the student: the impact of any
educational program or innovation on the students operates through the students’ teacher.
But even if a teacher intends to come-up with a teaching performance that
suits the demand of his/her work, there are factors that have considerable impact on
his/her life as a teacher which may ultimately affect teaching performance.
According to Juscius3, teachers are like other employees in an organization.
On the surface they are obviously physiological creatures, they act physiologically and
have physiological needs.
Aside from the physiological needs, like the need to satisfy some needs for
survival, teachers like to interact with people, they have the social dimension of needs. In
short, a teacher, aside from addressing demands of the teaching job, has to meet also
his/her physiological, sociological and ethical needs. Meeting all these needs is
hypothesized to affect his/her performance.
_________________________________________________________________
3Michael Juscius. Personnel Management. Tokyo, Japan:Toppan Company Ltd.,p
Abraham Maslow’s4 theory of human needs contributed to a better
understanding of human motivation. He stated that human needs exist on different levels-
there is a hierarchy of importance, namely: the need for survival, security, social needs,
egoistic needs and self-fulfilment. When one need is satisfied, another need arises. A
satisfied need is soon forgotten and the next higher level of needs then can become
motivator.
Another theory that provides the framework of this study was that of Reitz.
According to Reitz5, performance is determined by individual’s ability and motivation.
Differences in individual characteristics can result in differences in their abilities and in
the things that motivates them. However characteristics of the environment can likewise
affect both individual abilities and motivation. This is best understood in the illustration
of figure 1.
Frederick Herzberg6 based his motivation-hygiene theory on the concept that
persons have two sets of needs: their needs as animals to avoid pain and their needs as
humans to grow psychologically. Five factors stood out as strong determiners of job
satisfaction: achievement, recognition, the work itself, responsibility and advancement.
These factors appeared very infrequently when describing events that led to
dissatisfaction. An entirely different set of factors emerged when respondents described
events that led to dissatisfaction: company policy and administration, supervision, salary,
interpersonal relations, and working conditions. These factors were rarely mentioned as
leading to job satisfaction. The two sets of job factors have different themes. The factors
that contribute to satisfaction all seem to describe a person's relationship to what s/he
does: job content, achievement on a task, recognition for task achievement, the nature of
_________________________________________________________________
4 Abraham Maslow. A Theory of Human Motivation. Psychological Review. Vol. 50.New York: Harper and Row, 1970, pp.
370-396. 5Reitz, p. 70 6Frederick Herzberg. Work and Nature of Man. New York: World Publishing, 1966, pp. 92-95.
Individual Characteristics
Environmental Characteristics
Ability
Motivation
Performance
Figure 1. A schema showing that performance is a function of the interaction between ability and motivation.
the task, responsibility for a task, and professional advancement through growth in task
capability.
The factors leading to dissatisfaction describe a person’s relationship to the
context or environment in which s/he performs the job: the kind of administration and
supervision received, the nature of interpersonal relationships, working conditions that
surround the job, and salary. The factors which lead to satisfaction relate to what the
person does and the factors which lead to dissatisfaction relate to the situation in which
s/he does the job.
The two-factor theory of motivation developed by Herzberg was further used
to classify the variables considered in the present study. These are the motivational and
maintenance factor.
1. Motivational Factors. These are factors that are directly related to the job
itself, the employees on it, and the recognition and growth that is secured from it.
Motivators are mostly job-centred, they relate to job context. In this study, it includes
growth opportunity, job security, opportunity for promotion, recognition from others, and
responsibility in the teaching job.
2. Maintenance Factors. These are factors that are mostly related to the
environment external to the job. This environment includes company policies and
working conditions as well as monetary conditions derived from the job. In this study, it
includes rewards and benefits, financial security, physical environment, social
environment and school social services.
Figure 2. Schematic Diagram of the Study Showing the Component Parts
College of Engineering
Faculty
Job Related Factors
a. Motivational Factors
b. Maintenance Factors
Perception on the Identified Job
Related Factors
Improved
Job
Performance
Intervention Scheme
Definition of Terms
For clarity of understanding some important terms used in this study are
herein defined.
Financial Security. The term refers to the teacher’s capability in meeting all
his/her needs as derived from the teaching job.
Growth Opportunity. The term refers to the teacher’s opportunity to acquire
personal growth in terms of skills and knowledge gained from the teaching job.
Job-Related Factors. The term refers to those material and non-material
things that may contribute to the success or failure of the teacher measured in terms of
job performance.
Job Security. The term refers to the feelings of the teachers of being secured
in the present position or assignment they are holding.
Maintenance Factors. The term refers to the factors that are related to
environment external to the job.
Motivational Factors. The term refers to the factors that are directly related
to the job itself, the employees on it and the recognition and growth that are secured from
it.
Physical Environment. The term refers to the part of the human environment
that includes purely physical. In this study, it refers to the geographical location of the
school, the size of the classroom, the equipment and facilities available, etc.
Recognition from Others. The term refers to the chances of being
recognized by the higher authority and colleagues because of the job well done or
accomplishments.
Responsibility with the Teaching Job. The term refers to the deciding
power and complete freedom of action in accomplishing job assignment.
Rewards and Benefits. The term refers to the perceived rewards and benefits
the teacher received through the teaching job.
School Social Services. The term refers to the related services provided by t
he school to enhance better teaching and learning performance. Included are
the services of the guidance office, library and cafeteria.
Social Environment. The term refers to the condition or situation that
surrounds the teacher brought about his/her peers, administrators which are believed to
enhance or hinder performance.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter deals with the review of the literature and studies conducted
locally and abroad which were related to the present study. These studies provided some
insights into the present study.
Related Literature
Early interest in job satisfaction research arose from the assumption that
more satisfied workers would be more productive.
A brief look at Maslow's hierarchy of needs may answer some questions.
Abraham Maslow developed a framework which arranges five levels of needs in a
hierarchical order of prepotency7. The prepotency feature is important because it
specifies that the most basic needs must be reasonably met before a person is interested in
working toward satisfying needs in the next higher level. The five need levels in order or
prepotency are: physiological (air, water, food, personal safety, etc.), security (money,
benefits, job security, role consolidation, etc.), affiliation (acceptance, belonging, group
membership, love, etc.), self-esteem (competence, confidence, recognition, self-respect,
etc.), self-actualization (working at top potential, peak satisfaction, achievement, personal
and professional success, etc.)
Maslow's theory states that as long as a need is satisfied, it is not a motivator
of behavior. However, no need is ever so completely and totally satisfied that the
individual never feels that need again. Human needs are cyclical and recurring. For
___________________________________________________
7Abraham Maslow, Motivation and Personality (New York: Harper and Row, 1 9 5 4 ) .
example, though a person may not be hungry or thirsty at the moment, those needs will
reappear with time. By the same reasoning, a person who has gained a sense of
achievement through a difficult task well done has not for all time satisfied his/her need
for a sense of achievement. Though a need may be currently satisfied and not a
motivator, that need will recur in time, producing the "present or anticipated state of
discontent".
Any organization cannot sustain without increased workers’ motivation that
is inevitable in the current scenario of hyper competition in corporate world. Robbins et
al8, said that employee’s motivation is the “willingness to exert high level of inspiration
to reach organizational goals, conditioned by the efforts ability to satisfy some individual
need”. This definition clearly states that motivation is the willingness of employees to
perform excellent work efficiently and this willingness only comes when they perceive
that their effort would result in their need satisfaction.
Employee’s motivation can only be attained by realizing him/her that his
individual needs or goals are aligned with organizational goals or achievement.
Organizations need to extract various internal and external motivators for its workers so
that they can increase their motivation in order to get long run success.
As cited by Redona9, strong motivation will elicit and sustain teachers’
effort in developing children who are able to think, feel and act as the society requires
them to do so. Among the factors of motivation, rewards are very potent. In adequacy of
this inventiveness system will adversely affect labour utilization. Teachers, no matter
how competent and efficient they are, need reinforcement.
______________________________________
8Robinns, S. P., & Coulter, M. Management (international edition no 7 ed.). Prentice Hall Inc., pp. 9Jaime Redona. Moving Forward in Education. QC: Kayumanggi Press, 1966, p. 33.
According to Aquino10
, teaching profession offers rich and certain rewards
that in the end fully compensate for their investment. One is the salary, although doesn’t
compensate much of the effort exerted. Another is the great joy to see children grow, to
witness their development. Still another is the sub line consciousness in teacher’s own
soul that he has been a blessing to his fellowmen.
The report of Caroll11
, stated that there are some crucial frustrating factors
affecting the personal life and work of teachers. According to him, such factors are not
uncommon in the teaching profession. These are 1) financial difficulty, 2) attitude of the
community, 3) continued close association with the immediate minds, 4) disciplinary
problems, and 5) possible loss of position.
As was pointed out by Stinnette12
, et. al, the common cause of poor
performance of teachers are 1) inadequate salary, 2) poor administration of the school
system, 3) lack of free periods, 4) unsatisfactory plant and building, and 5) lack of
equipment and materials.
Related Studies
Studies related to the present studies were reviewed.
The study of Espinosa13
on the factors related to job satisfaction revealed that
school managers need to be cautious in giving teaching assignments. The field of
specializations according to major subjects should be prioritized. Promotion should come
within rank and file on merit system of the school and worth accomplishment should be
compensated, equal treatment of teachers should be exercised and teachers should be
given an opportunity to participate in policy making especially those that affect their jobs. ______________________________________
10Gaudencio Aquino. Fundamentals of Efficient Teaching. Manila: Rex Bookstore, 1974, pp. 13-14. 11Caroll, Herbert. Mental Hygiene. New Jersey: Prentice Hall, Inc., 1974.
12Stinnette, T.M. and A.J. Hugette. Professional Problems of Teachers. New York: McMillan Book Company, 1963. 13Espinosa, Oscar.”Factors Affecting Job Performance of Teachers in Agricultural Schools of Eastern Samar”.
(Doctoral Dissertation, LIT Tacloban City, 1985.)
Arseno14
, on his study on job satisfaction and job efficiency of general radio
communication operator graduates from schools of Region 8, found that graduates were
satisfied in their jobs. They were more satisfied on intrinsic factors such as achievement,
work itself, recognition and personal growth than on extrinsic factors.
Tortose15
conducted a study in the factors that lead to create satisfaction in
the work of teachers. These factors include: a) salary, b) fringe benefit, c) working
conditions and d) psychic income. She concluded that a) teachers’ effectiveness is
adversely affected by the very low satisfaction they derive from their salary, b) teachers’
attitude towards the service become more or less calculative rather than spontaneous
because they barely find satisfaction in their work, c) big class size effects to a “very
great extent” the effective performance of a teacher, d) since the teachers’ performance
and effectiveness are adversely affected because of the very low satisfaction from their
work in relation to their salary and working condition which foster their maximum
growth and satisfaction.
A study of Legaspi16
revealed the feeling finding. The extent to which
teachers feel toward their job as influenced by teaching experience revealed a room for
enrichment in all job content satisfiers except work interest where they feel high level of
job satisfaction.
According to Bartolome17
, in her study on the performance of faculty
members in vocational schools in Biliran, stressed out that educational attainment, job
security and physical environment were found to bear significant relationship with the
teachers’ job performance. On the other hand, there are no significant relationships
between financial security, length of service, opportunities of promotion, rewards and ______________________________________
14Arseno, Rosario, “Job Satisfaction and Job Effeciency of General Radio Communications Operator graduates from Schools of Region VIII”.
(Unpublished Doctors Dissertation, LIT Tacloban City, 1994)
15Tortose, Rizalina. “Teachers Job satisfaction: Its Relation to Effective System for Teachers, Vol. 6:3, Nov. 1980, No. 9, pp. 459-563.
16Legaspi, Lolita. “Job Satisfaction among Public School Elementary Teachers in Selected School Districts of Division of Leyte>”
(Unpublished Masters Thesis, LIT 1992) 17Bartolome, Jean Leah.”Factors Affecting the Job Performance of Teachers in National Vocational Schools in Biliran”.
(Master’s Thesis. LIT Tacloban City, 1998.)
benefits, social environment, school prestige and the school social services to teacher’s
job performance.
Bohlender, et al18
, stressed upon compensation as one of the important
considerations in human resource management. They emphasized that it is a tangible
reward to the employees for the services; therefore compensation must be in accordance
to the need fulfillment of employees.
Along with compensation Fuhrman19
pointed out that job descriptions are
important factors in motivating or de motivating employees. As unclear job description,
stressful working environment, irrelevant administrative assignment can create
overburden upon teachers and lead them to job dissatisfaction.
Similarly, as Photanan20
concluded in his research that high workload, large
number of students in classes and burden of non teaching activities are the problems in
creating a good job design for teachers in higher education institutions.
On the other hand Ofoeqbu21
established that a teacher needs different
resources like technology (computers, projectors, multimedia and internet etc) and
facilities (peons and financial aids etc) for effective classroom management and
institution’s improvement.
Chapter III
______________________________________
18Bohlander, G., Snell, S., & A, S. Managing Human Resources. South-Western College Publishing. 2001 19Fuhrmann, T. D.. Motivating Employees. Advances in Diary Technology, 2006, 18, 93-101.
20Photanan, T. Human Resource Focus. Bangkok: Innographics Ltd., 2004.
21Ofoegbu, F. I. Teacher Motivation as an Essential Factor for Classroom Effectiveness and School Improvement. College Student Journal.Department of Educational Administration and Foundations, University of Benin, Benin City, Nigeria, 2004, 3 (1), 54-
69.
METHODOLOGY
This chapter discusses the methods and procedure used in this study. It
includes the research design, instruments used, refinement of the instrument, respondents
of the study, gathering of data and method of analyzing the data.
Research Design
The study used a descriptive method of research using the questionnaire as
the basic instrument to elicit the responses relative to the perception of the respondents to
the identified job related factors. As this study attempted to ascertain the existing
conditions in terms of how teachers were satisfied with some of the conditions
surrounding their work, the descriptive method thought to be the most appropriate.
Research Respondents
The respondents involved in this study were the full time/regular teaching
employees of the different departments in the College of Engineering. The total
population of the faculty was 59.Getting the sample size, with 5% error, the sample group
or the number of respondents was composed of 52 faculties.
Research Locale
This study was conducted in the College of Engineering of Eastern Visayas
State University. The college was composed of seven departments, namely: Chemical
Engineering Dept., Civil Engineering Dept., Electrical Engineering and Electronics &
Communication Engineering Dept., Geodetic Engineering Dept., Industrial Engineering
Dept., Mechanical Engineering Dept., and Information Technology Department.
Research Instruments
This study employed a constructed questionnaire from the previous
researcher with some revisions and modifications.
The questionnaire was made up of two parts. Part I gathered some of the
personal information of the teacher respondents such as name, gender, and present
position/assignment. Part II of the questionnaire contained items that gather information
on the main problem of the study. The questionnaire was a checklist using a 5-point
scale: strongly agree, agree undecided, disagree, and strongly disagree. Fifty statements
were prepared, 5 statements for each factor under job performance. There were ten
factors in this study. These included growth opportunity, job security, opportunity for
promotion, recognition from others, responsibility with the teaching job, rewards and
benefits, financial security, physical environment, social environment and school social
services.
Validation of the Research Instrument
A dry run of the questionnaire was conducted at the College of Architecture
and Allied Discipline to 7 teaching employees. The purpose of the dry run was to
establish the appropriateness of the items in the questionnaire because of some revisions
and additional items employed in the original questionnaire.
A permission to conduct the dry run was secured from the Dean of the
College of Architecture and Allied Discipline.
The gathered data from the dry run was analyzed. The results were made as
basis for the final preparation of the instrument.
The final draft of the questionnaire was edited before the final administration
to the teacher respondents.
Procedure in Gathering the Data
Before the questionnaire was administered to the teacher respondents,
permission from the Dean of the College of Engineering was first obtained.
The researcher personally distributed and retrieved the questionnaire. Of the
52 respondents, about 87% or 45 were able to participate. This was due to unavailability,
non-participation and refusal of some faculty to answer the questionnaire.
After the retrieval of the questionnaires, the data was analyzed and
interpreted.
Statistical Treatment of Data
The researcher used the following statistical tools found to be appropriately
applicable based on the enumerated statement of the problems and its hypothesis.
Determining the perception of the teachers as to the identified job related
factors. The responses to the items in the questionnaire were given with corresponding
points of 5, 4, 3, 2 & 1. A code of 5 was given to “strongly agree” response, 4 to “agree”
response, 3 to “undecided” response, 2 to “disagree” response, and 1 to “strongly
disagree” response.
To get the single indicator of the perceptions of the teachers of the different
job-related factors, the mean was computed. The formula for computing the mean was:
Where:
The obtained means was described qualitatively as follows:
Scale Range Description Interpretation
5 4.50 – 5.0 Strongly Agree Very Favorable
4 3.50 – 4.49 Agree Favorable
3 2.50 – 3.49 Undecided Slightly Favorable
2 1.50 – 2.49 Disagree Unfavorable
1 1.00 – 1.49 Strongly Disagree Very Unfavorable
X = ΣX
N
X – mean
ΣX– sum of scores
N – no. of scores
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the data gathered with corresponding statistical analysis
and interpretation to arrive and seek answers to the problems posed.
Teachers Perception on Job Related Factors
This study sought the perception of the teachers on job related factors, which
this study further segregated into motivational factors and maintenance factors. The
former include those that are directly related to the job itself. These are growth
opportunity, job security, opportunity for promotion, recognition from others and
responsibility in the teaching job. The latter include those that are related to the
environment, external to the job. These are rewards and benefits, financial security,
physical environment, social environment and school social services.
Motivational Factors. Table 1.1 – 1.5 shows the mean and the corresponding
interpretation to the motivational factors considered in this study.
Growth Opportunity. As shown in Table 1.1, the highest mean obtained
from the teachers’ responses was 4.378 on the statement, “Gain more knowledge in the
teaching profession” while the statement, “Teachers opportunity to have self
development is met” got the lowest mean of 3.892. Both statements were interpreted as
“favorable”. The overall mean score yielded in this aspect was 4.114, interpreted as
“favorable".
These findings indicated that the faculty were able to acquire continuous
learning in terms of knowledge and skills gained from the teaching job. It can be noted
also that the faculty has room for improvements because of chances to adjust when they
commit errors. They learned also from their colleagues, not from the job alone.
Table 1.1. Perceptions on the Job Related Factors in Terms of Growth Opportunity
GROWTH OPPORTUNITY
Mean
Interpretation
Teachers acquire the opportunity to learn and develop
skills and abilities relevant to the job.
4.135
Favorable
Teacher’s opportunity to have self-development is met.
3.892
Favorable
Gain more knowledge in the teaching profession.
4.378
Favorable
Teachers have the chance to adjust when errors are
committed.
4.083
Favorable
Energized by opportunities to spend time with and
learn from colleagues.
4.081
Favorable
Over All Mean
4.114
Favorable
Job Security. As revealed in Table 1.2, the highest mean score yielded by the
faculty was 4.378 on the statement, “The job is directly related to the degree finished and
is easy to handle.”, interpreted as “favorable". The lowest mean score was 3.737 on the
statement, “The teacher is satisfied with the present position/assignment.”, which is also
interpreted as “favorable". The overall mean score in this aspect was 3.949, interpreted as
“favorable".
The result implied that the faculty in the College of Engineering handled or
taught in a particular field directly related to their degree finished. Hence, it was easy for
them to handle the subjects assigned to them. It further implied that beyond the feeling of
being secured in the present position, they all enjoyed and interested in performing their
job. Faculty also felt high morale because of job security.
Table 1.2. Perceptions on the Job Related Factors in Terms of Job Security
JOB SECURITY
Mean
Interpretation
The teacher is satisfied with the present
position/assignment.
3.737
Favorable
Present position/assignment is interesting and
enjoyable.
4.0
Favorable
The teacher feels secured in the present position.
3.763
Favorable
Teachers feel high morale because of job security.
3.868
Favorable
The job directly related to the degree finished and is
easy to handle.
4.378
Favorable
Over All Mean
3.949
Favorable
Opportunity for Promotion. As reflected on Table 1.3, the highest mean
score obtained was 4.0 on the statement, “Promotion is based on merit accomplishment.”,
interpreted as “favorable". However, the lowest mean score obtained was on the
statement, “Promotion comes from within rank and file.” with a value of 3.540,
interpreted as “favorable". The overall mean score in this aspect was 3.710, interpreted as
“favorable".
It’s good to note that the school or University had a well implemented
promotion system with regards to its employees as perceived by the faculty in the College
of Engineering because of its favorable response. The faculty felt they have better
chances to be promoted to higher rank or position. This can be attributed by fair
promotion decisions, proper information dissemination on the bases of promotion and
promotion comes from within rank and files or regular members. Moreover, faculty were
encouraged to have better job performance & higher educational qualifications because
of greater promotion opportunities and that it is based on merit accomplishments not by a
system of preference.
Table 1.3. Perceptions on the Job Related Factors in Terms of Opportunity for Promotion
OPPORTUNITY FOR PROMOTION
Mean
Interpretation
Promotion is based on merit accomplishment..
4.0
Favorable
Better job performance corresponds to greater
promotion opportunities.
3.757
Favorable
There is a fair promotion decisions.
3.632
Favorable
Teachers are informed on the bases for promotion.
3.622
Favorable
Promotion comes from within rank and file.
3.540
Favorable
Over All Mean
3.710
Favorable
Recognition from Others. As shown in Table 1.4, the highest obtained mean
score was 3.526 on the statement, “Teachers feel full support from higher authorities and
colleagues because of recognition received”, interpreted as “favorable”. Nevertheless, the
lowest mean score obtained was 3.079 on the statement, “Teachers have equal chance of
being recognized from higher authority.”, interpreted as “slightly favorable". The overall
mean score was 3.321, interpreted as “slightly favorable".
The result implied that the faculty were not satisfied concerning the system of
recognizing individuals for whatever credit he/she deserve to received. There were still
feelings of discontentment by the faculty concerning this matter. Although faculty felt
full support from higher authorities and colleagues for recognition received, faculty felt
uncertainty regarding equal or fair chances of being recognized from higher authorities.
The faculty were not completely satisfied to the recognition system imposed in the
University.
Table 1.4. Perceptions on the Job Related Factors in Terms on Recognition from Others.
RECOGNITION FROM OTHERS
Mean
Interpretation
Teachers receive due recognition in every
accomplishment.
3.184
Slighltly
Favorable
Teachers have equal chance of being recognized from
the higher authority.
3.079
Slightly Favorable
Teachers receive positive feedback and praise for the
job well done from colleagues.
3.395
Slightly Favorable
Teachers receive certificates/plaque/award for every
accomplishment.
3.421
Slightly Favorable
Teachers feel full support from the higher authority and
colleagues because of recognition received
3.526
Favorable
Over All Mean
3.321
Favorable
Responsibility in the Teaching Job. As reflected in Table 1.5, the highest
obtained mean score was 4.447 on the statement, “Teachers can use their own initiatives
in the teaching profession.” interpreted as “favorable". The lowest obtained mean score
was on the statement, ey “Teachers have autonomy in the job.” with a value of 3.806,
interpreted as “favorable". The overall mean score was 4.166, interpreted as “favorable".
These findings implied that the faculty in the College of Engineering had
complete freedom of action and deciding power in accomplishing the assigned job.
Therefore, the faculty were given the freedom to their job alone and make use of their
own initiatives in their teaching profession. Although they were given the freedom, they
were still responsible in their job, doing the best way they could.
Table 1.5. Perceptions on the Job Related Factors in Terms on the Responsibility in the Job.
RESPONSIBILITY IN THE TEACHING JOB
Mean
Interpretation
Teachers do their job responsibly and in the best way
they could.
4.368
Favorable
Teachers do their job independently.
4.210
Favorable
Teachers can use their own initiatives in the teaching
profession.
4.447
Favorable
The responsibility they are holding does not hinder
their personal life.
4.0
Favorable
Teachers have the autonomy in the job. They can do
what is best for the job.
3.806
Favorable
Over All Mean
4.166
Favorable
Maintenance Factors. Table 2.1 – 2.5 shows the mean and the
corresponding interpretation to the maintenance factors considered in this study.
Rewards and Benefits. As revealed in Table 2.1, the highest obtained mean
score was 3.237 on the statement, “A system of rewards and incentives are given after
each school activities.” while the lowest mean score was 2.947 on the statement, “The
better the teacher performs, the more rewards and benefits the teacher receives.” Both of
the statements were interpreted as “slightly favorable". The overall mean score obtained
was 3.064 interpreted as “slightly favorable".
It can be noted that the faculty in the College of Engineering were not
completely satisfied about the implementation of the system of rewards and incentives in
the university. Awarding of educational grants to the faculty was perceived by almost
half of them, not totally implemented. There were still feelings of discontentment on the
part of the faculty to the efforts exerted to enhance job performance because of less
rewards and benefits received though they performed better in their job.
Financial Security. As reflected on Table 2.2, the highest obtained mean
score was 3.5 on the statement, “The teacher’s salary can well provide the basic needs of
the family” interpreted as “favorable". However, the lowest obtained mean score was
2.892 on the statement, “Teachers can well afford to go on field trips, educational tour
and other related school activities” interpreted as “slightly favorable". The overall mean
score was 3.181, interpreted as “slightly favorable".
These findings would mean that although the faculty can provide the basic
needs of the family, they felt short in meeting higher needs like their personal and
professional upliftments as well as those of the members of the family.
Table 2.1. Perceptions on the Job Related Factors in Terms on Rewards and Benefits
REWARDS AND BENEFITS
Mean
Interpretation
The school has a good system of awarding educational
grants to teachers.
3.0
Slightly Favorable
A system of rewards and incentives are given after
each successful school activities
3.237
Slightly Favorable
The school has a good system of identifying people to
be sent in trainings and seminars.
3.108
Slightly Favorable
A job well done is well compensated.
3.026
Slightly Favorable
The better the teacher performs the more rewards and
benefits the teacher receives.
2.947
Slightly Favorable
Over All Mean
3.064
Slightly
Favorable
Table 2.2. Perceptions on the Job Related Factors in Terms of Financial Security
FINANCIAL SECURITY
Mean
Interpretation
The teacher’s salary can well provide the basic needs
of the family.
3.5
Favorable
The teacher’s need for salary increase is reasonably
met.
3.378
Slightly Favorable
Teachers can well afford to go on field trips,
educational trips and other related school activities.
2.892
Slightly Favorable
Teachers have enough resources for the family’s
pursuit of higher education.
3.079
Slightly Favorable
Teacher’s financial security is at par with other
respected members of the community.
3.054
Slightly Favorable
Over All Mean
3.181
Slightly
Favorable
Physical Environment. As shown in Table 2.3, the highest obtained mean
score was 3.921 on the statement, “The school site is ideally located in relation to school
thrusts.” interpreted as “favorable". Nevertheless, the lowest mean score obtained was
2.676 on the statement, “There are enough tools and materials for shop use.” interpreted
as “slightly favorable". The overall mean score was 3.14 interpreted as “slightly
favorable".
The result revealed that the faculty felt that the university is strategically
located in relation to program offerings of the university. The area of this site met the
requirements of the kind of program and curricular offerings in the university. However,
lack of tools and materials was still a perennial problem faced by faculty. Rooms were
not well furnished; ventilated and lighted which are not conducive for better learning of
the students.
Social Environment. As revealed in Table 2.4, the statement “There is a
pleasant working relationship among employees” got the highest mean score of 3.684
interpreted as “favorable". The lowest mean score of 2.868 was on the statement,
“Administrators show concern for the teachers’ welfare” interpreted as “slightly
favorable". The overall mean score of 3.174 was interpreted as “slightly favorable".
Although there was a favourable working relationship among employees
because they understood clearly their roles and responsibilities, faculty were uncertain
about administrators’ concern to employees’ welfare. Faculty were also indecisive if the
authorities observed fairness in giving assignments.
School Social Services. As reflected on Table 2.5, the highest mean score
obtained was on the statement, “Nutritious meals and snacks are available in the canteen
Table 2.3. Perceptions on the Job Related Factors in Terms of Physical Environment
PHYSICAL ENVIRONMENT
Mean
Interpretation
The school site is ideally located in relation to the
school thrusts.
3.921
Favorable
Shop facilities and equipment are available for shop
use.
3.378
Slightly Favorable
Classrooms are well furnished, well lighted and well
ventilated.
2.919
Slightly Favorable
There are enough tools and materials for shop use.
2.676
Slightly Favorable
Teaching methods and strategies can be varied because
of enough laboratory rooms, school grounds &
facilities for scientific as well as for sports & socio
cultural activities.
2.947
Slightly Favorable
Over All Mean
3.14
Slightly
Favorable
at affordable prices” with a value of 3.789, interpreted as “favorable". The lowest mean
score obtained was 2.947 on the statement, “The guidance services of the school updates
teachers with the students behaviour and guidance needs.” interpreted as “slightly
favorable". The overall mean score was 3.179, interpreted as “slightly favorable”.
The result implied that the faculty has no problem at all with regards to
meeting their need for food because it is already available at canteens for affordable
prices. However, it can be noted that although functional, the library services was not
fully utilized at the maximum as perceived by the faculty. Moreover, guidance services
have less updates concerning the students behaviour and guidance needs.
Table 2.4. Perceptions on the Job Related Factors in Terms of Social Environment
SOCIAL ENVIRONMENT
Mean
Interpretation
There is a pleasant working relationship among
employees.
3.684
Favorable
Administrators show concern for the teacher’s welfare.
2.868
Slightly Favorable
Fairness in giving assignments is observed by
authorities.
2.974
Slightly Favorable
Everybody’s role & responsibilities are clearly
understood.
3.210
Slightly Favorable
The school environment encourages one to do best in
his/her assigned tasks.
3.132
Slightly Favorable
Over All Mean
3.174
Slightly
Favorable
Table 2.5. Perceptions on the Job Related Factors in Terms on School Social Services
SCHOOL SOCIAL SERVICES
Mean
Interpretation
The teacher has lesser worries with regards to meeting
other needs in school because these are facilitated by
the school through the different authorities concerned.
3.0
Slightly Favorable
Library services are used to the maximum through the
systematic procedure used.
3.026
Slightly Favorable
Office personnel are approachable and
accommodating.
3.132
Slightly Favorable
Nutritious meals and snacks are available in the
canteen at affordable price.
3.789
Favorable
The guidance services of the school update teachers
with the students behaviours and guidance needs.
2.947
Slightly Favorable
Over All Mean
3.179
Slightly
Favorable
Table 3. Perception of the Faculty as to Motivational Factors and Maintenance Factors
MOTIVATIONAL FACTORS
Mean
Interpretation
1. Growth Opportunity
4.114
Favorable
2. Job Security
3.949
Favorable
3. Opportunity for Promotion
3.710
Favorable
4. Recognition from Others
3.321
Slightly Favorable
5. Responsibility in the Job
4.166
Favorable
Overall Mean
3.852
Favorable
MAINTENANCE FACTORS
6. Rewards and Benefits
3.064
Slightly Favorable
7. Financial Security
3.181
Slightly Favorable
8. Physical Environment
3.140
Slightly Favorable
9. Social Environment
3.174
Slightly Favorable
10. School Social Services
3.179
Slightly Favorable
Overall Mean
3.147
Slightly Favorable
Table 3 shows the summary of the identified job related factors considered in
this study as perceived by the faculty in the College of Engineering.
As shown above, under motivational factors, responsibility in the teaching job
got the highest mean score of 4.166 interpreted as “favorable", while recognition from
others got the lowest mean score of 3.321, interpreted as “slightly favorable". The overall
mean score was 3.852, interpreted as “favorable".
On the other hand, among the maintenance factors, financial security got the
highest mean score of 3.181 interpreted as “slightly favorable" while rewards and
benefits got the lowest mean of 3.064 interpreted as “slightly favorable". The overall
mean score was 3.147, interpreted as “slightly favourable”.
It can be compared from the two general factors; the faculty in the College of
Engineering were more satisfied in the job on motivational factors rather than
maintenance factors. The overall response of the faculty to the motivational factors was
favorable, as compared to maintenance factors wherein the overall response of the faculty
was slightly favorable only. The difference between the two mean was 0.705, which is
comparatively large.
Chapter V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This part of the study presents the summary of the research, the findings
obtain from the data collected, the conclusions arrived at and the proposed
recommendations.
Summary
It was the concern of the study to determine the perception of the faculty in
the College of Engineering of Eastern Visayas State University to the identified job-
related factors.
Specifically, this study sought to answer the following questions:
1. What are the perceptions of the faculty in terms of the following
motivational factors?
1.1 Growth Opportunity
1.2 Job Security
1.3 Opportunity for Promotion
1.4 Recognition from Others
1.5 Responsibility with the Teaching Job
2. What are the perceptions of the faculty in terms of the following
maintenance factors?
2.1 Rewards and Benefits
2.2 Financial Security
2.3 Physical Environment
2.4 Social Environment
2.5 School Social Services
3. What intervention scheme that could be proposed based on the findings of the
study?
There was only one assumption considered in the study that was, all the
identified job related factors as to motivational factors and maintenance factors were
perceived as “very favorable” by the faculty.
The respondents involved in this study were the full time/regular teaching
employees of the different departments in the College of Engineering. The total
population of the faculty was 59.Getting the sample size, with 5% error, the sample group
or the number of respondents was composed of 52 faculties.
The study used a descriptive method of research using the questionnaire as
the basic instrument to elicit the responses relative to the perception of the respondents to
the identified job related factors.
This study employed a constructed questionnaire from the previous
researcher with some revisions and modifications.
The questionnaire was made up of two parts. Part I gathered some of the
personal information of the teacher respondents such as name, gender, and present
position/assignment. Part II of the questionnaire contained items that gather information
on the main problem of the study; these were the motivational factors and maintenance
factors.
The data collected were clearly arranged, tabulated, organized and treated
statistically for systematic analysis and interpretation. To determine the level of
perception of the faculty, the formula for the mean was used.
Findings
The data gathered through the survey questionnaire revealed the following
findings:
1. Growth Opportunity yielded an overall mean score of 4.114 and was perceived by
the faculty as “favorable”.
2. Job Security yielded an overall mean score of 3.949 interpreted as “favorable”.
3. Opportunity for Promotion, with an overall mean score of 3.540, was perceived
by the faculty as “favorable”.
4. Recognition from Others was perceived by the faculty as “slightly favorable”,
with an overall mean score of 3.321.
5. Responsibility in the Teaching Job of the faculty got an overall mean score of
4.166, interpreted as “favorable”.
6. Rewards and Benefits was perceived as “slightly favorable” by the faculty with an
overall mean score of 3.064.
7. Financial Security of the faculty yielded an overall mean of 3.181, perceived as
“slightly favorable”.
8. Physical Environment of the University was perceived by the faculty as “slightly
favorable” with an overall mean score of 3.14.
9. Social Environment yielded an overall mean score of 3.174, perceived as “slightly
favorable” by the faculty.
10. School Social Services with an overall mean score of 3.179 was perceived as
“slightly favorable” by the faculty.
11. The overall mean score for the motivational factors was 3.852, perceived as
“favorable” while maintenance factors have a mean of 3.147, perceived as
“slightly favorable”. The difference between the mean was 0.705, which is
comparatively large.
Conclusions
The following conclusions can be drawn based on the findings of the study:
1. In general, the faculty in the College of Engineering felt satisfied in the job on the
motivational factors and felt a considerable dissatisfaction on the maintenance
factors.
2. Faculty were very much secured in the job. They were able to learn and develop
skills and gain more knowledge in the job. They were also given the freedom in
accomplishing their job. Moreover, faculty felt satisfied in the promotion system
implemented in the University because of their favorable response.
3. Faculty are not recognized well from higher authorities of the University for the
job well done.
4. A system of rewarding teaching employees in the University for educational
grants/scholarship, and to be sent training and conferences were not observed well
by the authority or school management.
5. Financial security of the faculty was found to be insufficient for their financial
needs. Although they can provide for the basic needs of the family, they felt short
in providing all other needs.
6. The school was ideally located in relation to curricular offerings, however, there
is a need for more tools and materials provision, as well as, renovated classrooms
with good lighting, well furnished, and well ventilated.
7. Administrators were found to have less concern on the teachers’ welfare. Fairness
in giving assignments is not observed well by authorities.
8. Library services in the university need to be upgraded with a systematic procedure
to use so that faculty can well utilize the services to the maximum. Guidance
services office was found to have less updates on students’ behaviour as well as
their guidance needs.
Recommendations
The following recommendations can be drawn in this study:
1. The school management should focus more on the maintenance factors that
surround the faculty in their job like rewards and benefits, financial security,
physical environment, social environment and the social services in the university.
Unless the management maintains these factors, the faculty will feel
dissatisfaction in the job once their expectations with these factors will not be
met.
2. The management should always motivate the faculty for better job performance
by upgrading all the motivational factors that were found in the job. Once the
faculty meet these needs, they will feel satisfaction in the job, otherwise, no
satisfaction.
3. The school management should always consider giving recognitions to deserving
faculty for the accomplishments and job well done. The university shall establish
a Recognition Day for the faculty every school year. Certificate, plaques or
awards of recognition could be given to them as a means of acknowledging them.
4. The school management must strictly observed the Implementing Guidelines on
Incentives and Rewards System under Republic Act 6713 for awarding
scholarship grants to deserving faculty, bonuses, and others. Likewise, it must
also have a systematic procedure in selecting faculty to be sent on trainings and
conferences.
5. The school shall provide financial assistance to faculty for school related
activities like fieldtrips, educational tour, etc. Credit cooperative for the
faculty/employees must be strengthened and functional so that it can provide
financial assistance to the faculty. The faculty can invest their loans acquired to
finance a business for additional income.
6. The school management must respond immediately to the need of the faculty (and
students) for a better environment by renovating the classrooms through providing
ceiling fans/air conditioners, repainting the walls, adequate lighting, new
armchairs, and many others. Likewise, tools and materials necessary for
laboratory activities and shop use must be provided immediately for maximum
use of the faculty and students.
7. The school management, through its Dean and Head, should be more cautious in
giving assignments to its subordinates, to avoid conflicts. Moreover, they should
also be more concern on the welfare of its subordinates by providing all their
necessities in the conduct of their job, listen to their
suggestions/comments/opinions/sentiments related to their job, assist the faculty
by providing solutions/immediate actions to problems encountered by the faculty,
etc.
8. The library must utilize and strictly observe a systematic procedure for maximum
use of the faculty and students. They must also upgrade all its books/references by
procuring new books for the applicability of the current generation. Likewise, the
guidance services office must upgrade always the status of the students’
behaviour and guidance needs so that teachers will be guided in dealing with their
students.
9. Future researches are encouraged to conduct the same study dealing the entire
faculty in the University, not only in a specific college or department, to come up
with programs, policies and guidelines applicable to entire faculty in the
University.
INTERVENTION SCHEME FOR A FACULTY DEVELOPMENT PROGRAM
RATIONALE
Based on the results of the study, the faculty in the College of Engineering felt
satisfied in the job on the motivational factors such as the opportunity for growth and
promotion, job security and their responsibility in the job, however, a considerable
dissatisfaction on the area of recognition and on the maintenance factors like the system
of rewards and benefits, financial security, physical environment, social environment and
school social services.
The intervention scheme is geared towards improving the performance of the
faculty as they feel satisfaction based on the different job related factors that are
influential to them for their work effectiveness in order to increase the institutional
effectiveness. The intervention scheme will focus mainly on the factors where the faculty
felt less satisfied.
II. OBJECTIVES
The intervention scheme presented in matrix form in the following page outlines
the different aspects of the scheme which would serve as ready reference for the school
management, Dean of the College of Engineering and the Heads of every department to
improve the performance of the faculty.
After the implementation of the intervention, it is expected that:
1. The faculty will be satisfied on the following factors:
a. recognition system
b. rewards and incentives system
c. physical environment
d. school social services
e. financial security
f. social environment
2. The faculty will be motivated enough to perform their job and exert more efforts to
accomplish the goals and objectives of the institution.
3. The faculty will be effective in their pursuit to deliver quality education to its students.
44
Areas of
Concern
Objectives
Strategies/Procedures
Time Frame
Persons
Involved
Success
Indicator
Implementation
of
Recognition
Program
a. To recognize faculty in
the college for their
accomplishments
b. To motivate faculty to
perform their job
effectively, exert more
efforts to acquire
accomplishment in the
field relevant to the
attainment of the mission
and vision of the
University
c. To satisfy recognition
needs of the faculty,
creates positive
recognition experience.
a. Form a committee in the
college responsible for the
recognition program,
spearheaded by the Dean of the
college.
b. Identify the different
accomplishments of the faculty
under the college, and make a
summary report of these
accomplishments.
c. Develop criteria and identify
what corresponding recognitions
are to be given, such as awards
of excellence, exemplary
attendance, etc. in a form of a
token, plaque or certificate.
d. Conduct a Recognition Day
every end of the school year
exclusively for the faculty.
e. Evaluate the significance of
the recognition program through
Beginning of
the school year
Every end of
the semester
3rd
week of
March
4th
week of
March
Dean and
Heads
Recognition
committee
A satisfied
faculty for the
recognition
received.
TABLE 4
An Intervention Scheme for a Faculty Development Program
45
interview and survey to the
faculty.
Rewards and
Incentive
Program
a. To awards faculty for
their merit
accomplishments in a
form of compensation like
bonuses, scholarship
grants, vacation leave, etc.
b. To motivate and
encourage faculty to
successfully accomplish
their tasks, projects,
activities, etc.
a. Identify the criteria of the
program based on the
Implementing Guidelines on
Incentives and Rewards System
under Republic Act 6713 for
giving rewards and incentives to
faculty.
b. Inform the faculty about the
criteria of the program and
require them to submit the
necessary documents.
c. Evaluation of the documents
based on the criteria and identify
deserving faculty to receive the
rewards or incentives.
Whole year
round
Human
Resource
Office
a. A satisfied
and fully
motivated
faculty.
b. A successful
rewards and
incentive
program.
Trainings and
Conferences
a. To send faculty to
trainings, conferences and
seminars, locally and
abroad.
b. To provide wider
knowledge to the faculty
about the concept of the
a. Identify prospective faculty to
be sent to trainings.
b. Evaluate the relevance of the
training in their field of
specialization.
b. Allocate budget needed for the
Whole year
round
Dean and
Head
Faculty
attended
trainings,
seminars,
conferences and
gain wider
knowledge
based on the
46
training.
training like transportation
expenses, registration fee, etc.
training.
Acquisition of
tools and
materials;
facilities and
equipments
a. To provide necessary
tools and materials for
shop use and laboratory
use.
b. To provide the facilities
and equipments needed.
a. Make an assessment on the
status of the tools and materials;
equipments and facilities.
b. Identify the tools and
materials unavailable and those
that need replacement.
c. Identify the facilities that
needs renovation like
classrooms, comfort rooms, and
equipments needed
d. Allocate budget necessary for
the acquisition of all the needed
tools, materials, facilities and
equipments.
e. Procure those things at lower
cost but with high quality for
longer use.
Whole year
round
Dean
Laboratory
In-charges
Provision of all
the needed
materials, tools,
equipments and
facilities for
school use.
Systematic
Procedures in
Library Services
a. To provide an easy and
fast access of the faculty
in the library for
a. Evaluate the current
systematic procedure used in the
library.
Whole year
round
University
Librarian;
Library
Improved
procedure used
in the library
47
maximum use.
b. To create a better
learning environment for
research, study and other
related activities of
faculty.
b. Identify the possible problems
and areas that need
improvements.
c. Plan for strategies to improve
the current systematic
procedures used in the library
services.
d. Acquire new books and other
references related for the current
trends.
personnel and acquisition
of new
references.
Updates of
Guidance
Services on
Students
Behavior
a. To provide an update of
the behavior and status of
student in the university to
the faculty.
a. Conduct evaluation of the
student’s behavior and attitudes
in the university.
b. Provide information about the
student’s behavior to the
respective department where the
student belong.
Whole year
round
Guidance
Counselor
A well informed
teacher on the
behavior of its
students.
48
BIBLIOGRAPHY
A. BOOKS
Aquino, Gaudencio. Fundamentals of Efficient Teaching. Manila: Rex Bookstore,
1974.
Bohlander, G., Snell, S., & A, S. Managing Human Resources. South-Western
College Publishing. 2001
Caroll, Herbert. Mental Hygiene. New Jersey: Prentice Hall, Inc., 1974.
Cassette, William B. Administering the School Personnel Program. New York:
The McMillan Book Company, Inc., 1962.
Herzberg, Frederick. Work and Nature of Man. New York: World Publishing,
1966.
Juscius, Michael. Personnel Management. Tokyo, Japan: Toppan Company Ltd.
Maslow, Abraham, Motivation and Personality (New York: Harper and Row,
1954.
Redona, Jaime. Moving Forward in Education. QC: Kayumanggi Press, 1966.
Reitz, Joseph. Behavior in Organization. Revised Edition. USA: Richard D. Irwin,
Inc., 1981.
Robinns, S. P., & Coulter, M. Management (international edition no 7 ed.).
Prentice Hall Inc, 2005.
Stinnette, T.M. and A.J. Hugette. Professional Problems of Teachers. New York:
McMillan Book Company, 1963.
49
B. JOURNAL
Fuhrmann, T. D.. Motivating Employees. Advances in Diary Technology, 2006.
Maslow, Abraham. “A Theory of Human Motivation”. Psychological Review.
Vol. 50. New York: Harper and Row, 1970.
Ofoegbu, F. I. Teacher Motivation as an Essential Factor for Classroom
Effectiveness and School Improvement. College Student Journal.Department of
Educational Administration and Foundations, University of Benin, Benin City, Nigeria,
2004.
Photanan, T. Human Resource Focus. Bangkok: Innographics Ltd., 2004.
Tortose, Rizalina. “Teachers Job satisfaction: Its Relation to Effective System for
Teachers, Vol. 6:3, Nov. 1980, No. 9, pp. 459-563.
C. UNPUBLISHED MATERIALS
Arseno, Rosario, “Job Satisfaction and Job Effeciency of General Radio
Communications Operator graduates from Schools of Region VIII”. (Unpublished
Doctors Dissertation, LIT Tacloban City, 1994)
Bartolome, Jean Leah.”Factors Affecting the Job Performance of Teachers in
National Vocational Schools in Biliran”. (Master’s Thesis. LIT Tacloban City, 1998.)
Espinosa, Oscar.”Factors Affecting Job Performance of Teachers in Agricultural
Schools of Eastern Samar”. (Doctoral Dissertation, LIT Tacloban City, 1985.)
Legaspi, Lolita. “Job Satisfaction among Public School Elementary Teachers in
Selected School Districts of Division of Leyte>” (Unpublished Masters Thesis, LIT
1992)
50
APPENDICES
51
A. Letter Request to Conduct Survey
Republic of the Philippines
Eastern Visayas State University
Tacloban City
November 2010
DANILO B. PULMA, DM
Dean, College of Engineering
Eastern Visayas State University
Tacloban City
Sir:
The undersigned is a fourth year student of Bachelor of Science in Industrial
Engineering and is currently conducting an undergraduate research entitled “Factors
Correlates the Performance of the Faculty in the College of Engineering” as requirement
for the subject IE 423 (Methods of Research 2).
In this connection, may I request from your good office a permission to conduct a
survey and field the questionnaire to the faculty in the different departments of the
college, which may facilitate my research.
Hoping for your kind support to the study.
Thank you!
Very truly yours,
(Sgd.) SIEGFRED E. BRAZAS
Researcher
Approved:
(Sgd.) DANILO B. PULMA, DM
Dean, College of Engineering
52
B. Letter Request to Conduct Dry-Run
Republic of the Philippines
Eastern Visayas State University
Tacloban City
November 2010
ANDRES ABUSMAN, uap
Dean, College of Architecture and Allied Discipline
Eastern Visayas State University
Tacloban City
Sir:
The undersigned is a fourth year student of Bachelor of Science in Industrial
Engineering and is currently conducting an undergraduate research entitled “Factors
Correlates the Performance of the Faculty in the College of Engineering” as requirement
for the subject IE 423 (Methods of Research 2).
In this connection, may I request from your good office a permission to conduct a
dry run to the faculty in your college in order for me to determine the possible problems
and difficulties that the respondents may encounter in accomplishing the questionnaire
which will serve as a basis for refinement and improvement of the research instrument.
Hoping for your kind support to this study.
Thank you!
Very truly yours,
(Sgd.) SIEGFRED E. BRAZAS
Researcher
Approved:
(Sgd.)ANDRES ABUSMAN, uap
Dean, CAAD
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C. Letter to the Respondents
Republic of the Philippines
Eastern Visayas State University
Tacloban City
Dear Respondents,
This study entitled “Factors Correlates the Performance of the Faculty in the
College of Engineering” is being undertaken by the undersigned for an undergraduate
research. This study expects to determine the factors that will affect the performance of
the teachers.
For the realization of this goal, your kind cooperation in answering this
questionnaire is humbly requested. All responses will be held confidential and your
identity will not be disclosed.
Thank you very much.
Respectfully yours,
SIEGFRED E. BRAZAS
Researcher
Noted by:
ENGR. LEONORA N. MANCIO
Instructor
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D. SURVEY QUESTIONNAIRE
Part I. Background Information
Name (Optional):_________________________ Gender: _____________
Present Position: _________________________ Dept.: _______________
Part II. Perceptions on the Job Related Factors
Instruction: Below are factors that surround the teachers in the performance
of the teaching job. Please check in the column the degree to which you agree or
disagree to each of the items.
Legend: 5 - Strongly Agree
4 - Agree
3 - Undecided
2 - Disagree
1 - Strongly Disagree
JOB RELATED FACTORS
5
4
3
2
1
I. GROWTH OPPORTUNITY
Teachers acquire the opportunity to learn and
develop skills and abilities relevant to the job.
Teacher’s opportunity to have self-development is met.
Gain more knowledge in the teaching profession.
Teachers have the chance to adjust when errors are
committed.
Energized by opportunities to spend time with and learn from
colleagues
II. JOB SECURITY
The teacher is satisfied with the present position/assignment.
Present position/assignment is interesting and enjoyable.
The teacher feels secured in the present position.
Teachers feel high morale because of job security.
The job directly related to the degree finished and is easy to
handle.
III. OPPORTUNITY FOR PROMOTION
Promotion is based on merit accomplishment.
Better job performance corresponds to greater promotion
opportunities.
There is a fair promotion decisions.
Teachers are informed on the bases for promotion.
Promotion comes from within rank and file.
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IV. RECOGNITION FROM OTHERS 5 4 3 2 1
Teachers receive due recognition in every accomplishment.
Teachers have equal chance of being recognized from the
higher authority.
Teachers receive positive feedback and praise for the job
well done from colleagues.
Teachers receive certificates/plaque/award for every
accomplishment.
Teachers feel full support from the higher authority and
colleagues because of recognition received
V. RESPONSIBILITY WITH THE TEACHING JOB
Teachers do their job responsibly and in the best way they
could.
Teachers do their job independently.
Teachers can use their own initiatives in the teaching
profession.
The responsibility they are holding does not hinder their
personal life.
Teachers have the autonomy in the job. They can do what is
best for the job.
VI. REWARDS AND BENEFITS
The school has a good system of awarding educational grants
to teachers.
A system of rewards and incentives are given after each
successful school activities
The school has a good system of identifying people to be
sent in trainings and seminars.
A job well done is well compensated.
The better the teacher performs the more rewards and
benefits the teacher receives.
VII. FINANCIAL SECURITY
The teacher’s salary can well provide the basic needs of the
family.
The teacher’s need for salary increase is reasonably met.
Teachers can well afford to go on field trips, educational
trips and other related school activities.
Teachers have enough resources for the family’s pursuit of
higher education.
Teacher’s financial security is at par with other respected
members of the community.
VIII. PHYSICAL ENVIRONMENT
The school site is ideally located in relation to the school
thrusts.
Shop facilities and equipment are available for shop use.
Classrooms are well furnished, well lighted and well
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ventilated.
There are enough tools and materials for shop use.
Teaching methods and strategies can be varied because of
enough laboratory rooms, school grounds & facilities for
scientific as well as for sports & socio cultural activities.
IX. SOCIAL ENVIRONMENT
There is a pleasant working relationship among employees.
Administrators show concern for the teacher’s welfare.
Fairness in giving assignments is observed by authorities.
Everybody’s role & responsibilities are clearly understood.
The school environment encourages one to do best in his/her
assigned tasks.
X. SCHOOL SOCIAL SERVICES
The teacher has lesser worries with regards to meeting other
needs in school because these are facilitated by the school
through the different authorities concerned.
Library services are used to the maximum through the
systematic procedure used.
Office personnel are approachable and accommodating.
Nutritious meals and snacks are available in the canteen at
affordable price.
The guidance services of the school update teachers with the
students’ behaviours and guidance needs.
57
SIEGFRED ENRIQUE BRAZAS
PERSONAL BACKGROUND
Date of Birth: January 04, 1991 Place of Birth: Pob. Dist. 2, Silago, Southern Leyte Age: 20 years old Civil Status: Single Gender: Male
EDUCATIONAL BACKGROUND
Tertiary: Eastern Visayas State University, Tacloban City Bachelor of Science in Industrial Engineering DOST SEI Scholar June 2007 – Present
Secondary: Silago National Vocational High School Silago, Southern Leyte Salutatorian June 2003 – March 2007
Elementary: Silago Central Elementary School Silago, Southern Leyte 3rd Honorable Mention June 1997 – March 2003 TRAININGS/SEMINARS ATTENDED
Title:
Venue: Date:
Seminar – Workshop in Safety Management: Basic Safety Procedures in High Risk Activities in Industries Ergonomics Laboratory, Eastern Visayas State University, Tacloban City
March 03, 2011
58
Title:
Venue: Date:
Title: Venue: Date:
Title: Venue: Date:
COMPUTER SKILLS
Proficient in MS Word, Excel and PowerPoint applications. CONTACT INFORMATION
Home Address: Current Address: Phone Number: Mobile Number: Email Address:
V.P. Tomol St., Poblacion District 2, Silago, Southern Leyte 6607 282 – E Sta. Cruz St., Brgy. 44, Quarry District, Tacloban City 6500 NONE 0926-484-4248 (TM) 0921-710-4139 (Smart) [email protected]
Venue: Seminar – Workshop in Safety Management: Disaster Prevention and Mitigation
Ergonomics Laboratory, Eastern Visayas State University, Tacloban City
March 04, 2011
Seminar – Workshop in Supply Chain Management
Ergonomics Laboratory, Eastern Visayas State University, Tacloban City
March 08, 2011
Seminar – Workshop in Monodzukuri Management System
Ergonomics Laboratory, Eastern Visayas State University, Tacloban City
March 11, 2011
59
60
In the study of Pareja12
, about the instructional performance of faculty members in
institutions of higher learning in Region 8, he observed that age significantly affects
performance. This means that the older the faculty members become, the less effective
they become in teaching. This was further observed by the study of Abadilla and
61
Bautista. Abadilla13
observed that age affects the performance of teachers. Some teachers
become slower and less adaptable as they grow older but they try to compensate for these
deficient by improving on their dependability, stability and attendance.
According to Bautista14
, in his study on the performance of the faculty
members in instruction, research and extension services, the older the teacher, the more
aloof he is to his students. Conversely, the younger he is, the closer he is to his students.
Another study considered to bear relationship with the present study is the
study of Rona15
, on job performance efficiency of vocational agriculture teachers in
Leyte. Rona’s findings emphasized that working conditions, shop rooms, shop facilities
were significantly correlated with the vocational teachers’ performance and that workload
and tenure of appointment were promising.
In separate studies of Sison16
and Espinoza, stressed that age and sex bear no
significant relationship with the teachers’ performance ratings. The two studies also
pointed out that experience on the job or length of service bears a slight to highly
significant relationship to teacher’s performance of the job.
Espinoza17
further found that the factors of job performance that revealed a
high significant relationship with high performance ratings of the respondents were job
security, opportunity for promotion, social recognition and retirement benefits; financial
security, unwarranted contribution, various school activities and school environment
were highly significant towards the low performance ratings of teachers.
According to Bartolome18
, in her study on the performance of faculty
members in vocational schools in Biliran, stressed out that educational attainment, job
______________________________________
10Herbert Caroll. Mental Hygiene. New Jersey: Prentice Hall, Inc., 1974, p. 85 11T.M. Stinnette and A.J. Hugette. Professional Problems of Teachers. New York: McMillan Book Company, 1963, p. 243 12Buenavida A. Pareja.”Effects of Employment Status, Teacher and School Related Variables in Instructional Performance of Faculty
Members in Institutions of Higher Learning in Region VIII”. An Unpublished Dissertation. LNU, Tacloban City, 1997 13Jorge F. Abadilla.”Program Effectiveness of Three Government Technological Institute of the Philippines”. An Unpublished Doctoral
Dissertation. TUP, Manila, 1989. 14Nicolas R. Bautista.”Effects of Levels of Graduates Education on Performance in Instruction, Research and Extension Services”. An Unpublished
Dissertation, LNU Tacloban City, 1995.
14
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security and physical environment were found to bear significant relationship with the
teachers’ job performance. On the other hand, there are no significant relationships
between ages, sex, civil service status, present position/assignment, financial security,
length of service, opportunities of promotion, rewards and benefits, social environment,
school prestige and the school social services to teacher’s job performance.