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THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

In the stage of globalization, organizations responded to the

changing business prospect by restructuring and rightsizing in

order to address pressures brought about by stiff competition and

survival. This contributed much if not the cause of human relations

problems especially in the nature of employer-employee

relationship.

Responses of the organization to these changes are to

renegotiate, manage, if not cancel the employment relationships,

promises, and commitments they have traditionally established

with their employees (Kickul & Lester, 2001)

With respect to these contentions, it is essential to recognize

the human resource management and human resource programs

of the organization to be valuable. As Robbins (2003) claimed,

more and more organizations today face a dynamic and changing

environment which requires these organizations to adapt. “Change

or die!” is the rallying cry among today’s managers worldwide and

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the most important force for change mentioned, among others, is

the nature of the workforce.

Needs of workers have pluralized and become distinct from

each other. As Reece and Brandt (2002) put up, the variation in

individual motives often leads to a breakdown in human

relationships unless individuals take the time to understand the

motives of their colleagues. Reward system in organizations

attracts, retains, and motivates qualified employees. Hence,

benchmark quality.

In the Philippines, educational institutions are facing stiff

competition; thus, development in all aspects of the faculty is

imperative. With this, it is very important to stress that school

managers inquire into their teachers’ present need systems.

Cor Jesu College, Inc. (CJC), as a school organization greatly

faces competition. Challenge is proposed by other schools in the

locality and neighboring cities through the offering curricular

programs (e.g. BSIT, BSHRM) that capture the global market of

work. At this point, rich human relations program is imperative

especially to foster better employment relationship and that this

organization should carry out human resource planning so as to

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meet school objectives and gain advantage over other school

competitors (Noe, et al, 2007).

In employment, reciprocal exchange relationship is very

evident which appears when the faculty member joins the school

organization. Thereby, need system develops and mounts.

Psychological contract, accompanying to every employment

relationship, spurs in mounting up this need system. This propels

this study to be conducted because the researcher believes it’s

quite essential contribution to the organization. As conceived by

Martires (2001), a very significant factor in the efficient

performance or retention of workers is their motivation and its

strength. From this end, it is very important for Cor Jesu College as

a school organization to know the mounting needs of their faculty

and how these influence their affective commitment and job

performance because CJC has committed to display academic

excellence.

Since the researcher is one of the full-time faculty members

of Cor Jesu College, he attempted to gather pertinent data

regarding work motivation, affective commitment and job

performance of the faculty. As such, this study was conducted in

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the hope of determining the extent of significant relationship of

compensation; job itself; administration and supervision;

professional growth and opportunities; and work environment

through social interaction opportunities to the emotional

attachment of faculty toward the school organization and their

outstanding performance. The findings of this study would serve as

database in the formulation of effective human resource

development to improve employees’ affective commitment and job

performance.

Theoretical Background

The present study is anchored on Equity theory of Adams

developed in 1965 (Robbins, 2003) which supports the explanatory

framework of psychological contract. If breach occurs, people are

motivated to reduce or remove the discrepancy by altering their

attitudes or changing their behaviors to maintain equity. In an

exchange relationship each party is obligated to reciprocate the

actions of another, if one party’s contribution to the other is less

than what is expected by the other party, the aggrieved party will

lessen his or her contribution to maintain equity with the

relationship. This relationship is very significant to emphasize since

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the research study leans on the idea that whatever is felt and

understood by the employees when it comes to compensation, job

itself, administration and supervision, professional growth and

development opportunities, and its social interaction with co-

workers, which then motivate them to have greater affective

commitment and display desirable behavior required in performing

the job.

This is supported by the Social Exchange Theory of Blau

asserting that when one party provides something to another

party, the second party is under pressure to give something in

return (Larbes, 1999). Underlying this exchange is the norm of

reciprocity advanced by Gouldner in 1960 which maintains that if a

person does something favorable to another party, the other party

is obligated by social convention to return the favor (Journal of

Vocational Behavior, 2005). Furthermore, the Social Exchange

Framework was later modified by John Thibault and Harold Kelley

to make framework in the field of social psychology. Recently,

modern social exchange theory is renamed as homo socio-

economicus by Lindenberg in 1990 or homo economicus matarus

by Frey and Oberholzer-Gee in 1997 (Zafirovski, 2003).

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Embedded within the exchange framework are the

assumptions about the nature of exchange relationships which are

social exchanges characterized by inter-dependence, that is, the

ability to obtain profits in a relationship is contingent on the ability

to provide others with rewards. Social exchanges are regulated by

norms like reciprocity, justice, and fairness, trust and commitment

result from the emergent experiences of individuals within

relationships and help to stabilize relationships and the stability of

relationships over time result from the contrasting levels of

attraction and dependence experienced by the participants in the

relationship (http:// encyclopedias families.com/social exchange –

theory-1532-1535-iemf).

Furthermore, this section presents the review of foreign and

local literature and studies most relevant to the current study. The

presentation of topics related to the variables being investigated

are organized according to work motivation indicators which are

compensation, job itself, administration and supervision,

professional growth and development opportunities, and co-

workers’ social relationship. Facts and findings from abroad and

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local scenes about organizational commitment and performance

were presented.

Motivation

Hoy and Miskel (2009) defined motivation as an internal

state that stimulates, directs, and maintains behavior to think, feel

and perform certain ways. It is intrinsic, and the most significant,

yet elusive determinant of work behavior. Thus, it is a natural

tendency to seek and accept challenges as everybody pursues

personal interest and exercise capabilities.

Motivated employees are needed in our rapidly changing

workplaces. Motivated employees help organizations survive.

Motivated employees are more productive. These are the roles of

motivation in the workplaces according to Lindner (1998).

Motivation as defined by Moorhead and Griffin (2004) is a set

of forces that causes people to engage in one behavior rather than

some alternative behavior. To Martires (1999), motivation carries a

lot of cultural underpinnings that Filipino manager should know

what theory of motivation should be applied.

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Herzberg as cited by Hoy and Miskel (2009) emphasized that

if the employee’s motivational factors are not met, they may begin

to ask for more maintenance factors. Maintenance factors

represent the basic things people consider essential to any job,

such as salaries, fringe benefits, working conditions, social

relationships, supervision, and organizational policies and

administration. These basic maintenance factors do not act as

motivators; but if any of them is absent, the organizational climate

that results can hurt employee morale and lower worker

productivity. Motivational factors on the other hand, are those

elements that go above and beyond the basic maintenance factors.

They include opportunities for recognition, advancement, or more

responsibility. When these are present, they tend to motivate

employees to improve productivity (Reece and Brandt 2002).

Martires (1999), on the other hand, argues that it is not quite

correct to say that motivation is only a maintenance function.

Lindner conducted a study on employee motivation (Journal

of Extension, 1998), it was surveyed that the ranked order of

motivating factors were: (a) interesting work, (b) good wages, (c)

full appreciation of work done (d) job security, (e) good working

conditions (f) promotions and growth in the organization, (g)

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feeling of being in on things, (h) personal loyalty to employees, (i)

tactful discipline, and (j) sympathetic help with personal problems.

The most important predictors of retention were career

opportunities, feedback from the supervisor, job security,

satisfaction with job title (an indication of respect for employees)

training and development opportunities as discovered in the

research conducted by World at Work/Sibson Company on factors

that could retain employees (http/www.worldatwork.org/).

According to McCoy as cited by Zilmann (2000), managers

can also use intrinsic and extrinsic motivators to increase employee

performance and productivity. Intrinsic motivators, such as clean

restrooms or a nice cafeteria or break room, benefit the employees

while on the job. Extrinsic motivators, such as holiday pay, sick

leave, and medical/dental plans are best enjoyed by the employees

when they are away from their job.

Although there are various literatures and studies that show

how competent motivation is in improving productivity of

organizations however, Mison, et al. (1996) contend that the

problem in worker motivation is not getting the workers to do their

assigned job but enlisting their cooperation and loyalty for the

company. The whole problem is the development of attitudes,

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loyalties and capacities for making sacrifices toward an entity that

has greater consequence in the individual worker than his own job

or his personal welfare.

Body of literature and studies agree and disagree that

compensation, job itself, supervision and administration,

professional growth and development opportunities and co-workers

are motivating factors, Enormous literatures and studies were

looked deeply by the researcher to determine its crucial point as

motivators.

Compensation

Compensation often plays a singular role when organizations

restructure. Pay indeed can capture attention of employees.

Martires (1999) defined compensation as the equivalent in

any form that is given to the individual for his work. As Milkovich

and Newman (2002) claim, pay is a powerful signal of change. It

can be a leading catalyst for change or a follower of the change.

Martires (1999) heaps on that pay and benefits a worker receives

are a yardstick of how adequately his needs, even including some

non-material ones, are met either directly or indirectly.

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Authorities in organizational behavior books and human

resource books inquired if compensation package of a certain

company really serves as motivating factors.

Arnold, et, al. (2005) postulates the theory of Maslow which

stressed that pay would be a motivator only for people functioning

at the lower levels of the hierarchy needs. However, such theory is

not accepted as work motivation theory.

The advocates of need for achievement theory opine that pay

and other material rewards often signal that a person is successful

hence, pay is a motivator. In expectancy theory, pay will be an

effective motivator to the extent that it is desired by the person,

and he or she can identify behaviors. From equity or organizational

justice theory, people will be concerned with whether their play is a

fair reward relative to the rewards received by others. Goal setting

theory on the other hand, involves goals that defined in terms of a

person’s behavior and or accomplishments not pay (Robbins 2003;

Torrington, Hali, & Taylor, 2002).

Gerhard and Milkovich and Newman, (2002) conducted a

study on the performance based pay and found that pay had a

stronger impact on individual and corporate performance. As such,

Milkovich and Newman (2002) opine that pay is one of the more
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visible rewards in the whole recruitment process. However, it was

warned that pay has a strong impact if the scheme used is a

variable portion of pay rather than the base pay (293).

Jenkins, et, al. (1998) conducted a meta-analysis of existing

research and found a substantial positive impact of monetary

reward on the quantity of work, but not on the quality of work. The

impact of monetary rewards on performance did not seem to be

affected by whether the task was boring or interesting (Arnold, J.,

et,al. 2005). Such being the case, one can say that financial

rewards tend to enhance performance, especially when they are

seen as fair and providing accurate feedback about how well the

person is doing. The contention is especially true to young workers

of today, as Torrington, et.al. (2002) claimed that companies of

today have been reexamining the use of bonus schemes for more

junior employees in order to increase motivation.

In the local study made by Sr. Sando, O.P. (2002), it was

found out that the most successful retention methods are strongly

tied to factors affecting employee’s compensation. Employees who

feel they are not compensated fairly will look for work in

institutions that are willing to pay them more. Further, it was

suggested that to help retain employees, management shall

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conduct compensation reviews and adjust salaries to keep them

competitive with other healthcare organizations and similar

positions in other fields.

Employers also seek to use the payment contract to motivate

employees and thus to improve their work performance

(Torrington, et. al. 2002). In today’s era, employment is an

economic reciprocal arrangement (Malkovich & Newman, 2002).

Herzberg theories state that if employee’s motivational

factors are not met, they may begin to ask for more maintenance

factors, such as increase salaries and fringe benefits (Reece and

Brandt, 2002). It is with this fact that Malkovich and Newman

studied if pay could be a reason of employees staying in or leaving

a firm, thus affecting their organizational commitment. In their

study, the Adam’s equity theory was strengthened, in which worker

who feels unfairly treated in pay react by leaving the firm for

greener pastures. (Malkovich & Newman, 2002).

Another example that used money to retain employees is of

the Fleet Financial Group which had experienced rapid and

unacceptable turnover in information technology jobs during the

1990s. They successfully retained their best employees by using

three-pronged solution: raise base wages immediately to ensure

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equity with the external market, grant stocks options to selected

employees in the group, and give a retention bonus to anyone who

stayed through March 2000. Malkovich & Newman, ( 2000).

According to Moorhead and Griffin (2004), the organization’s

structure must be equitable and consistent to ensure equality of

treatment and compliance with the law. Compensation should be a

fair reward for the individual’s contributions to the organizations

and the compensation should be a competitive in the external labor

for the organization to attract and retain competent workers in

appropriate fields. An effectively planned and managed pay system

can improve motivation and performance. Different employers set

different pay levels; that is, they deliberately choose to pay above

or below what others are paying for the same work. (Malkovich &

Newman, 2002).

The General Electric Company, one of the most progressive

companies in the world that coped up with the threats of

globalization has taken steps to make sure that its compensation

system is clear and understandable. (Moorhead & Griffin, 2004).

However, there are authorities who claimed that

compensation is not a factor in motivating employees to remain in

the job nor could be a factor to improve performance.

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Herzberg (Robbins, 2003, Arnold, et.al. 2005) in the first

place theorized that pay is not a motivator, rather a hygiene or

maintenance factor. Malkovich and Newman claimed that pay could

improve performance by quantity but not quality (2002). In the

local researches, the finding of Pelagio (Modern Teacher, Feb.

2001) suggested that the administrators and non-master teachers

had least concern for “augmented salary”. This is supported by the

contention of Robbins (2003) that money and promotions typically

are low on the priority list of professionals. To Herzberg

(Torrington, at.al. 2002), pay has a limited capacity to motivate

positively, can even easily demotivate when managed poorly.

Thompson and others (Torrington, at.al. 2002), agreed that there

is little to be gained and a great deal to lose from the introduction

of the incentives schemes. Other authorities would even claim that

incentives are perceived by employees as tools of management

control which reduce their autonomy and discretion. This causes

resentment and leads to dissatisfaction and industrial conflict.

With the hodgepodge of agreements and disagreements of

compensation as motivator, one discovery contributes to the

inquisitive mood of this researcher. The controversial issues of

minimum wage increase of President Clinton.

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The increase of minimum wage instigated controversy when

the congress and President Clinton passed a bill in 1996 raising the

minimum wage for all American workers. Multiple jobs were

prearranged by owners to cope up because business industries

operated with a paper thin margin of profits that the increase of

minimum wage forced them to pay higher wages. In short pay was

not a motivator because workers were retrenched or resigned from

the job because of multiplicity of works (Moorhead & Griffin, 1998).

Another study strengthens the fact that pay is not a

motivator especially for the freshmen in the world of world.

In the study conducted by Rewards of Work (ROW) 2000 (a

research organization that particularly concerns on wages and

salary and this tied up with World at Work Organization),

“Generation Y”, the newest generation to enter the workforce, is

different from other cohorts in some respects. Contrary to the

popular wisdom, cash rewards and work content are less useful for

retaining members of this group than others. This group is also less

satisfied than its older counterparts, especially with direct financial

and career rewards (Johnson, 2000:http://www.worldatwork.org/).

According to Gerry Ledford, a practice leader at Sibson and

Company (an American Compensation Association) announced

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their findings during the 2000 World at Work International

Conference & Exposition: The five types of rewards examined in

the study are financial (that is, monetary) rewards; indirect

financial rewards (benefits); satisfying work content; affiliation with

an admirable organization; and long-term career opportunities. He

especially noted in the exposition that “All are necessary for

companies that wish to offer and attractive employee value

proposition; that is, appealing exchange of rewards from the

company in return for the employee’s motivated effort and

continued employment in the firm, “(http//www.sibson.com).These

findings have prompted more this researcher to find out if

compensation is a motivator that influence affective organizational

commitment. And job performance since the younger teaching

personnel has edge in number in Cor Jesu College.

Another study which suggests that money is often not the

biggest motivator for an employee is the survey on “40 Strategies

for Winning in Business” by Haney and Sirbasku (1997). It was

found that only 15% of employees left their jobs because of

inadequate salary and benefits. The study found that of the job

leavers surveyed: 30% were unhappy with management and the

way they managed 25% felt they received no respect for good
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work, 20% complained of limited opportunities for advancement,

15% cited inadequate salary and benefits, 5% were bored with the

job 5% cited other reasons (retirement, career change, sabbatical)

(1997-2005 Profiles International, Inc:

http://www.worldatwork.org/).

In the study of nurses who resigned from their jobs, Rowland

(1996) found that psychological rewards were more important than

the economic rewards for their retention. (http://www.success-

motivation.com/concept.html)

Knight commented (2002) that something, such as salary,

may be a hygiene factor, a motivator or a negative motivator,

depending on the person, their goals and their experience of the

workplace. He added (58) that well judged management and

teaching incentives are necessary but not sufficient for encouraging

commitment to teaching as an activity that calls upon initiative and

inspiration. Equally, bad management and lack of incentives might

be expected to provoke motivational crises in the form of apathy or

stress. McCoy as cited by Zillman (2000) strengthened this claim

by saying, a fair and equitable compensation system can ensure

employee’s trust in management that helps prevent turnover.

These claims are agreed by the local author Iñigo, Jr. (2002), that
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money could be a motivator but not the best because it gives rise

to defensive or retaliatory behavior such as union organization,

poor quality workmanship, or executive indifference.

According to the study of Lee & Tarce cited by Martires

(2002), there is no correlation between monetary rewards and

productivity.

These huge literatures and studies on compensation

strengthened the inquisitive desire of the researcher to investigate

more in order to find out if compensation package in school

organizations like Cor Jesu College influence the faculty’s emotional

attachment or elicits outstanding performance.

Job itself

Herzberg theorized (Arnold,et.al., 2005, Moorhead & Griffin,

2004, Hoy & Miskel, 2007) that job itself is a motivator. To Martires

(2002), achievement, recognition for accomplishment, challenging

work, increased and growth and development are satisfying factors

relating to job itself. There are authorities who claim that as

employees get older, interesting work becomes more of a

motivator. With that Robbins (2003) claimed that today’s

progressive workplace is being modified to accommodate the

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varied needs of a diverse workforce. This includes providing a wide

range of scheduling opinions and benefits that allow employees

more flexibility at work and which allows them to better balance or

integrate and personal lives.

To Knight (2002), our expectations as teachers, the practices

we take for granted and our beliefs what is good are influenced by

the contexts in which we are. Being a good teacher is about

personal skill deployed in an environment rich in appropriate

affordances. Internal motivations occur when the tasks or duty

performed is in itself a reward (Reece and Brandt, 2002). To

Robbins (2003), job challenge for professionals tends to be ranked

high. Their chief reward in their job is the work itself.

While happiness with working conditions and remuneration

are important, the motivated and created input of people is

brought out largely by providing them satisfaction in their jobs, a

challenge to their ability and an opportunity for achievement.

Psychologists Frederick Herzberg said that motivation comes from

internal stimulus resulting from job content, not job environment.

He has suggested that jobs be enriched to provide challenge,

opportunity for achievement, and individual growth (Reece and

Brandt, 2002). Reece and Brandt (2002) likewise claimed that

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learning opportunities, both on and off the job, can be a strong

motivational force. This idea is agreed by Rosabeth Moss Kanter

(Reece and Brandt, 2002) upon saying that “the chance to learn

new skills or apply them in new arenas is an important motivator in

a turbulent environment because it’s oriented toward securing the

future. “Or such work if not motivating at all becomes stressful to

the employee, thus, making him or her perform less or leave the

organization.

Knight (2002) clarifies the understanding to intrinsic

motivational strategies for improving teaching quality. His said that

it is useful to appreciate the teaching is an emotional activity in

which psychic rewards are important. He contested more that good

teaching flourishes when motivation to teach is part of the fabric of

the job, when the work and its social settings make it relatively

easy and quite natural to teach well (60). Brookfield (1999) and

Palmer (1998) have made similar claims about the importance of

these psychic rewards of higher education. They are not teaching

for money (knight 2002).

Catt as cited by Zilman (2000), claimed that worker’s

motivation is also influenced by the nature of the job itself,

employment expectations, and physical as well as the emotional,

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make-up of employees. Job security is relatively high (75 percent

positive) in retaining employees to the job according to ROW 2000.

When we speak of a positive job attitude or job satisfaction, we

mean that the people involved tend to have pleasant internal

feelings when they think about their jobs. (Bowditch and Buono,

1997)

According to Tomas Andres (1996) as cited by Tang, et.al.

(Philippine Journal of Psychology, 2005), in the Phil. Setting,

motivation is present when one is ganado, when one is motivated

to work, when one needs to prove his worth, when his self-worth is

boosted. Motivation comes from within the Filipino, from his loob.

In the local study of Pelagio (Modern Teacher February

2001), it found out that teachers (master and non-master)

believed that one who finds joy and pride in his or her work or

position is at his/her maximum in his/her usefulness to his or her

organization.

Though various literatures and studies emphasized that job

itself is rewarding, hence, provides driving force of the worker.

However, in a study conducted by Taylor (Moorhead & Griffin,

1998) on the automobile industry, it resulted that workers were

reasonably satisfied with their pay, working conditions, and quality

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of their supervision, however, extreme dissatisfaction with the

actual work was expressed.

Milkovich and Newman (2002) claimed that managers of

today are not focusing on the job itself. Managers are

experimenting variety of responses to the challenge of constantly

changing work. So this means that rather than analyzing the tasks

that make up the job, they analyze the skills or competencies a

person must possess to perform the work. Hence, performance

rating becomes irrelevant.

Supervision and Administration

Managers strive to motivate people in the organization to

perform at high levels (Torrington, et.al 2004). The supervisors

and managers are in the appropriate capacity to encourage their

subordinates or perform better or develop emotional attachment to

their organization. These encouragements somehow help the

organization to achieve its goals. According to Sinlao (2002), in

any organization, the human force is the most vital element in the

achievement of its goals. It is imperative, therefore, that leaders or

managers need to know about the psychology of motivation. In

fact, she expressed that in the field of educational leadership,

school managers are quite confused on how to bring out the best in
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their teachers. Moreover, in such article it was noted that the

administrator’s displays to his or her teacher’s personal example on

how to handle failure and rejection, consequently, such

administrators becomes a motivator to his or her teachers. Sinlao

(2002) emphasized further that outstanding motivators are not

necessarily the gregarious backslapping types at all.

Other studies exemplify the importance of leadership in

motivating employees that affect performance or productivity.

For Asian managers, according to the findings of Mayoralgo-

Nolasco (Philippine Journal of Psychology, 2005) in her study on

individualism-collectivism, attributions and leadership styles of

Asian and Western Managers, will win his subordinates’ loyalty and

support by establishing personal contact with them and showing

awareness of their problems and sentiments.

In the study of Pelagio (Modern Teacher Feb. 2001),it

resulted that in terms of the motivation-hygiene features of the

master teacher scheme, the master teacher showed more concern

for “ exercise of leadership and initiative” but not for better

supervisory atmosphere. In the study of Ticzon (2003),

management capabilities of nurse supervisors in Cotabato regional

and medical center and the job performance of their staff nurses, it
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resulted that there was a positive correlation between the

management capabilities of nurse supervisors and the job

performance of staff nurses.

Growth and Development Opportunities

Benito (1998) , recommended that the faculty should be

provided with academic opportunities and adequate promotion for

ranking and tenure. They should also be given other incentives that

would further enhance their teaching competencies and strengthen

their commitments, whether they are teaching specialized or non-

specialized courses. In the same study, it was emphasized that the

preponderance of female teachers showed that the teaching

profession is more attractive to women than men. The ROW 2000

study investigated employee propensity to turnover, and identified

drivers of retention associated with each of the five types of

rewards. The most important predictors of retention were career

opportunities, feedback from the supervisor, job security,

satisfaction with job title (an indication of respect for employees)

and training and development opportunities.

In the study conducted by Pelagio (Modern Teacher, 2001)

on the influence on the attitudes of public elementary school and

administrators and teachers in the division of Cagayan, it resulted

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that every teacher needs to have “some achievements” to feel

good about teachings and that every teacher needs to be rewarded

and recognized for outstanding work. In the study of Sr. Sando,

O.P. (2002) on factors prompting the voluntary turnover of nurses

working in the private tertiary hospitals at Davao City, it resulted

that all survey participants agreed that the method which work

best is to promote employees from within rather than hire from

outside of the organization. Cooperation to create a professional

development plan with clearly defined tracks for advancement and

promotion gives employees an incentive to stay with an

organization. Robbins (2003) stressed that professionals place a

high level of importance on having skill development opportunities.

Co-workers

It might seem obvious that an organization can enhance the

motivation of its employees by creating conditions that foster and

promote friendship and other close personal relationships as

Moorhead & Griffin (2004) claimed.

However, according to the study of Lee & Tarce as cited by

Martires (2002), worker’s affiliation has no correlation to

productivity.
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Although social relationship with co-workers are essential in

performance and organizational commitment, Moorhead and Griffin

(2004) cite its danger when transfer of employees to different work

settings or lay off members of its workforce to reduce costs

happen. Complicating matters even further is the fact that the

strength or importance of social relationships to motivation will

vary from person to person from very strong and meaningful to

relatively weak and inconsequential.

However, such views are negated in the study conducted by

Joffres and Haughey (2001), which resulted that low feelings of

community, that is, the teacher’s inability to build warm and

nurturing relationships in their work communities, were facilitated

by value incongruence, intra-organizational conflicts, role overload,

disorderly classrooms, and specific community members’

characteristics contribute much to the teacher’s low performance

due to feelings of inadequacy.

In the study of Sinlao (2002), it resulted that there are

teachers who need to be motivated through association with

successful, positive people, careful monitoring of their ideas,

attending classes and seminars, and keeping a journal of their

goals, and a record of their spiritual journey. This finding gains

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support from Knight (2002): motivation and discomfort are created

by individuals in networks of others, all of whom are engaging with

multiple tasks in shifting settings. Being a teacher in higher

education is about you and your work environments, and your non-

work environments. He added (56), being a teacher is a part of

being a faculty member that competes or co-exists with other

identities.

According to Arnold, J. et.al. (2005), successful work

organizations need people who help each other out in addition to

doing the core tasks of their jobs well. Altruism or helping another

person with a work task or problem is one of the organizational

citizenship behaviors (OCBs). These OCBs result when they feel

they are treated fairly or just. Moorhead and Griffin (1998) likewise

believe that in providing more opportunities for social interaction

contingent on improved performance might capitalize on

employee’s needs.

Organizational Commitment

The concept of organizational commitment has generated

huge amounts of research from 1980s onwards. This is no doubt

because it is what some employers say they want from employees.

(Arnold,et.al., 2005).
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Organizational commitment is a psychological state where an

employee identifies with the goals and desires to maintain

membership with the organization (Robbins, 2003). Mowday, et,al.

(Arnold, et.al. 2005) defined organizational commitment as the

relative strength of an individual identification with an involvement

in an organization. Professionals have a strong and long-term

commitment to their field of expertise. Their loyalty is more often

to their profession than to their employer (Millet, et.al, 2001).

Allen and Meyer as cited by Arnold, et.al. (2005) have

divided organizational commitment slightly different from the way

described above: affective commitment essentially concerns the

person’s emotional attachment to his perception of the costs an

risks associated with leaving his or her current organization and

normative commitment is a moral dimension, based on a person’s

felt obligation and responsibility to his or her employing

organization.

The results in the study of Wasti (Journal of Vocational

Behavior, 2005 October) suggested that affective commitment is

the primary driver of positive outcomes, especially when combined

with low level of continuance commitment.

 30

Affective commitment according to Meyer and Allen (1997)

refers to an actor’s attachment to identification with, and

involvement within the respective identity. It includes a feeling of

belonging and sense of psychological attachment to the target of

commitment. This entity maybe in an organization, a project,

supervision or a fellow worker.

Job Performance

Throughout much of the world, higher and higher levels of

performance are demanded (Robbins, 2000). Career choices arise

more than once during a lifetime, because both people and career

opportunities change. Knowing that they can change careers can

help individuals avoid becoming poor performers in their jobs as a

result of career frustration (Moorhead and Griffin, 1998).

The reasons why an employee does not meet performance

standards can be generally categorized into one or more of four

reasons. The supervisor has not clearly communicated standards to

employee, the employee hasn’t received feedback on how well he

or she is doing, the employee’s work is hampered by lack of

knowledge, skills, or resources, and the employee isn’t motivated

or has a negative attitude

(http://www.goer.state.mny.us/train/onlinelearning/EC/301.2.html
 31

In a local study made by Corpuz (2005), the degree of

behavior problems of pupils did not affect the teacher’s teaching

performance.

Torrington, et. al. (2002) claimed that performance was

typically seen as the result of the interaction between individual

ability and motivation. It is furthered by Bittel (Robbins 2003) by

saying “Employee performance is greatly influenced by the

workers’ expectancy of what their job will provide, their attitudes

toward personal achievement and advancement, and their wish for

harmony in the workplace”. Hill as cited by Robbins (2003), the

amount of opportunity people see in their jobs has a direct

relationship to their job performance. People are willing to put forth

the kind of effort that will increase productivity if their needs,

goals, expectations, and desires are met.

Sound performance evaluation contributes to the display of

desirable behavior at work. As Robbins (2003) emphasized, people

need to perceive that the effort they exert leads to a favorable

performance evaluation and that the favorable evaluation will lead

to the rewards that they value. Torrington, et.al. (2002) expressed

otherwise, that individual performance may be enhanced by

instituting incentives though, it is not universally applicable.

 32

However, outstanding job performances somehow greatly

depend on the system of the organization itself or workplaces.

As emphasized by Elmore (1997), the literature on high

performing workplaces and in subfields like TQM tends to

romanticize the energy, competence and creativity of the

workplace in an organization. These are more elaborated in the

Program, for Faculty development of Mt. Sinai School of Medicine,

which established that the inadequate performance definition is

perceived lack of goals, inadequate performance assessments.

Secondly, the impediments to performance could be inadequate

support or resources or mismatch between job requirements and

skills of staff and lastly, inadequate performance/reward linkages

rewards are not valued by staff, delayed and perceived inequities

in distribution of rewards. Moreover, Deming asserts (Torrington,

Hall & Taylor 2002), performance variations are the result not of

individual differences, but of the systems that are implemented

and controlled by managers.

The different literature and studies reviewed allowed the

writer to decide the research methodology and provided additional

pieces of evidence and information, which are useful to this study.

 33

The information are meaningfully related to teachers’ work

motivations, affective commitment and job performance.

This study then conceptualizes the relationship of motivation

to affective organizational commitment and job performance. The

degree of affective organizational commitment and job

performance will be influenced by the level of motivation of the

faculty; however, such level of influence varies according to the

factors identified: compensation, job itself, supervision and

administration, growth and development opportunities, and co-

workers.

The study includes two variables which are dependent and

independent. The independent variable is the work motivation

while the dependent variables are the affective organizational

commitment and job performance.

 34

THE PROBLEM

Statement of the Problem

The study aimed to determine the extent of work motivation

indicators which are significantly correlated to the affective

organizational commitment and job performance of the faculty of

Cor Jesu College for school year 2010-2011.

Specifically, this study attempted to answer the following

questions:

1. What is the demographic profile of the male and female

faculty of Cor Jesu College in terms of:

1.1 age;

1.2 civil status;

1.3 organizational tenure; and

1.4 highest level of education?

2. What is the present level of work motivation of the faculty

of Cor Jesu College with regard to the following indicators:

2.1 compensation;

2.2 job itself;

2.3 professional growth and development opportunities;

2.4 administration and supervision; and

 35

2.5 co-workers?

3. What is the level of the affective commitment of the

faculty?

4. What is the level of the job performance when the faculty

is grouped according to

4.1 College Department; and

4.2 Basic Education Department (BED)?

5. Is there a significant difference on the level of faculty’s

work motivation between departments based on each work

motivation indicator?

6. Is there significant relationship between the following

variables:

6.1 work motivation indicators and affective commitment

of the faculty;

6.2 work motivation indicators and job performance of

the basic education faculty; and

6.3 work motivation indicators and job performance of

the college faculty?

7. What is the extent of relationship between the following

variables:
 36

7.1 work motivation indicators and affective commitment of

the faculty;

7.2 work motivation indicators and job performance of the

basic education faculty; and

7.3 work motivation indicators and job performance of the

college faculty?

8. What human resource development plan can be proposed

based on the findings of the study?

Null Hypotheses

The following null hypotheses are formulated:

Ho1: There is no significant difference on the work motivation

between college faculty and BED faculty in terms of the following

indicators:

a. compensation;

b. job itself;

c. professional growth and development opportunities;

d. administration and supervision; and

e. co-workers.
 37

Ho2: There is no significant relationship between the following

variables:

a. work motivation indicators and affective commitment of

the faculty;

b. work motivation indicators and job performance of the

basic education faculty; and

c. work motivation indicators and job performance of the

college faculty?

Ho3. There is no extent of relationship between the following

variables:

a. work motivation indicators and affective commitment of

the faculty;

b. work motivation indicators and job performance of the

basic education faculty; and

c. work motivation indicators and job performance of the

college faculty?
 38

Significance of the Study

This study would be significant to the following entities or

agencies and people where the study was conducted. It would be

more significant to the school organization or instruction as a

whole.

Students. A quality work life invokes quality services to

their clienteles, hence, they would benefit from the effective and

efficient performance of their mentors. This would mainly promote

a quality delivery of services.

Teaching Personnel. Profit from the study is generated as

they are able to know how the benefits offered by their institution

helped them improve their performance and strengthen their

affection to the organization as a whole. This would make them

evaluate certain important dimensions of work that may have an

effect to their chosen career paths. Evaluating factors that arrest a

worker from growing, it is important for them to make decisions to

continue or go out, persevere and enjoy and endure with their

teaching job.
 39

School Administrators in General. This would assist to

modify or continue practices that may still be enriching or halting

the growth of their employees. This would likewise help them

scrutinize and examine closely certain provisions and policies that

keep and invite highly qualified employees especially faculty

members. The loyalty and vigor exhibited by the faculty as may be

shown in the study may be utilized, managed and clearly

understood especially in implementing new policies.

Cor Jesu College as an Organization. A better

understanding on the needs of its workforce helps the organization

competes fluently in the academe and consequently amplifies its

reputation of being efficient. It would help the school generate

more clients, invites more qualified personnel and retain the very

skilled employees especially in the areas currently groomed, as

such the organization earns an edge to a taut competition and

dwindle highly qualified employees from attractive offers.

Researchers. The result of this study would help/ assist

the researchers as they explore and deepen their appreciation and

understanding on the influence of work motivation to the affective

commitment and job performance of the employees.

 40

Future Researchers. The finding would provide some in

depth knowledge and information related to affective commitment

and job performance influenced by work motivation.

THE RESEARCH METHODOLOGY

Research Design

This study made use of the descriptive correlational and

comparative design. It determined the extent to which different

variables are related to each other in the population of interest.

These critical distinguishing characteristics are the effort to

estimate a relationship (Sevilla, Ochave, Punnalan, Regala &

Uriarte, 1992). From this design, the study aimed to determine if

there is a significant relationship between the affective

commitment and work motivation indicators, and likewise the

magnitude of relationship between work motivation indicators and

job performance. It further utilized to test the amount of variance

explained by the indicators of work motivation (compensation, job

itself, administration and supervision, professional growth and

development opportunities, and co-workers) in both affective

commitment and job performance of the college and BED faculty.

 41

Research Environment

This study was conducted in Cor Jesu College, located along

Sacred Heart Avenue, Digos City, Davao del Sur. Cor Jesu College

is a Filipino, and Catholic School owned and run by the Brothers of

the Sacred Heart. The institution envisions “fully transformed

persons inspired by the spirituality of the Sacred Heart of Jesus

and the charism of the Brothers of the Sacred Heart”. It is a

PAASCU accredited college since 1971 and had been a leading

institution of tertiary education in the province. The Basic

Education had gained respectable reputation in the province

especially in academic contests and non-academic pursuits. This

year, the BED is preparing for the first Level PAASCU accreditation.

The student enrolment for the second semester of school

year 2010-2011 was only 2, 798 for the college and 886 for the

basic education. The curricular programs being offered in the

college are as follows: Bachelor of Arts, Bachelor of Elementary

Education, Bachelor of Secondary Education, Bachelor of Science in

Business Administration, Bachelor of Library and Information

Science, Bachelor of Science in Accountancy, Bachelor of Science in

Accounting Technology, Bachelor of Science in Civil Engineering,

 42

Bachelor of Science in Computer Engineering, Bachelor of Science

in Computer Science, Bachelor of Science in Criminology, Bachelor

of Science in Electronics and Communication Engineering, Bachelor

of Science in Hotel and Restaurant Management, Bachelor of

Science in Information Technology, Bachelor of Science in

Midwifery, Bachelor of Science in Nursing, Bachelor of Science in

Psychology, and the Vocational and Technology.

Research Respondents

The respondents of the study were 101 full-time College and

Basic Education or the teaching personnel of Cor Jesu College. The

66 full time College Faculty comprised the following departments:

Teacher Education, Arts and Sciences, Engineering and Technology,

Health Sciences, Business and Accountancy, Computer Studies,

and Sunday College; and 35 from the Basic Education Department

(BED). The universal sampling technique was utilized in gathering

data since the size is manageable. All the full time Basic Education

Faculty and College Faculty were considered in the study as they

were all the direct recipients of the translation of policies of the

institution and its provisions that greatly influence their

 43

commitment to this organization and how these made interplay to

their performance.

Research Instrument

This study employed three sets of survey questionnaires for

data collection and one personal data profiler. The job performance

data that were already generated from the principal’s office (BED)

and Dean’s Office (college) were finally submitted to the Human

Resource Director’s Office.

The Work Motivation Questionnaire. (WMO). The instrument

used to measure work motivation was made by the researcher. The

researcher requested five (5) experts in the field to validate the

questionnaire. This Work Motivation Questionnaire was categorized

according to indicators: compensation, job itself, professional

growth and development opportunities, administration and

supervision, and co-workers.

The mean score for each motivational indicator was

computed and analyzed following the scale and descriptions given

below:
 44

Table1
Description of Scales Using the Work Motivation
Questionnaire
(WMQ)

Scale Description

Very Highly Motivated (VHM) means the faculty’s

need for good compensation package or adequate
compensation, an interesting and challenging job,
4.51-5.00 people oriented supervision/ administration,
opportunities for professional and personal
advancement and social support and congeniality are
fully or extremely acquired in the workplace, hence
gives vigor to do the job.

Highly Motivated (HM) means the faculty’s need for

good compensation package or adequate
3.51-4.50 compensation, an interesting and challenging job,
people oriented supervision/administration,
opportunities for professional and personal
advancement and social support6 and congeniality are
mostly or highly acquired in the workplace, thus, gives
vigor to the job.

Moderately Motivated (MM) means the faculty’s

need for good compensation package or adequate
compensation, an interesting and challenging job,
people oriented supervision/ administration,
2.51-3.50 opportunities for professional and personal
advancement and social support and congeniality are
neither acquired in the workplace and gives vigor to do
job nor lost and gives the lethargy to do the job thus,
provides moderate motivation to the faculty.
 45

Poorly Motivated (PM) means the faculty’s need for

good compensation package or adequate
compensation, an interesting and challenging job,
people oriented supervision/administration, and
1.51-2.50 opportunities for professional and personal
advancement and social support and congeniality are
seldom or poorly acquired in the workplace and gives
lethargy to do the job.

Very Poorly Motivated (VPM) means the faculty’s

need for good compensation package or adequate
compensation, an interesting and challenging job,
people oriented supervision/administration,
1.00-1.50 opportunities for professional and personal
advancement and social support and congeniality are
lost in the workplace and gives strong lethargic
attitude to do the job thus, the faculty is very poorly
motivated.

The Affective Commitment Scale (ACS). The affective

commitment variable was measured by the Affective Commitment

Scale which was developed by Meyer and Allen (1997). There were

some questions which were modified by the researcher in order to

fit with the respondents being studied. This questionnaire was

likewise validated by experts.

The mean score was computed and analyzed according to the

following scale with its scale description.

 46

Table 2
Description of the Scale Using the Affective
Commitment Scale (ACS)

Interval
Weight Status Description
Scale

1 Strongly 1.00-1.50 Very Poorly Manifested: This

Disagree indicates that commitment is 1%
to 20 % manifested by CJC
faculty

2 Disagree 1.51-2.50 Poorly Manifested: This

indicates that commitment is
21% to 40% manifested by CJC
faculty.

3 Neither 2.51-3.50 Moderately Manifested: This

agree indicates that commitment is
Or 41% to 60% manifested by CJC
disagree faculty.

4 Agree 3.51-4.50 Highly Manifested: This

indicates that commitment is
61% to 80% by CJC faculty.

5 Strongly 4.51-5.00 Very Highly Manifested: This

agree indicated that commitment is
81% to 100% manifested by CJC
faculty.

All instruments were tracked down using the codes for each

respondent listed in the master list of the researcher.

 47

Job Performance Rating. The job performance Rating

Instrument for the BED differs from the college in the point system

distribution. The BED used 25-point maximum while the college

utilized 50- point maximum. However, the two departments

covered the same areas in rating the job performance: teaching/

classroom performance, performance and completion of related

studies and work, Professional services and cooperation in

upholding unit and school policies in following accepted school

rules, procedures, and the code of ethics. The college department

however put emphasis on attendance to seminars or training by

placing points. The job performance ratings of the faculty are

secondary data obtained from the office of the Human Resource

Director.

The Standard Job Performance Rating of two departments was

formulated for the purpose of ranking and promotion. For the

purpose of this study, however, the researcher developed job

performance rating as follow:

 48

Table 3
Distribution of Points and Description
of Job Performance Rating

College (50
BED (25 maximum
maximum point
Description point distribution)
distribution)
Excellent Above 24 45 and above
Exceeds 20-24 35-44
Expectations
Meets Expectations 15-19 25-34
Does not Meet Below 15 Below 25
Expectations

Research Procedure

In conducting the research, the following steps would be

embarked upon: asking permissions from the School President

through the Human Resource Director to compose the Basic

Education (BED) and College Faculty as respondents of the study.

Likewise, the same office was asked for permission in

administering the questionnaire, retrieving the answered survey

forms, collating, tabulating, and analyzing and interpreting of data

and the writing of the final research manuscript. Particularly, the

Dean of the College and the Principal of the BED was informed of

the approved request. The data for the job performance would be
 49

generated from the BED Principal and the Dean of the College as

these are considered ready data or results.

Statistical Treatment

The study purposely correlated the motivating indicators as

perceived by the full time teaching personnel of Cor Jesu College to

their affective commitment and job performance. It determined the

varying degree of this motivational indicator in influencing affective

organizational commitment and job performance of the teaching

personnel.

To do this, the following statistical tools were employed:

1. Mean scores, percentages and frequency distribution were

utilized to describe the demographic profile of the faculty in terms

of organizational tenure, age, sex, civil status and rank.

2. Pearson Product Moment Correlation was used to find the

significant relationship between affective commitment of the

faculty and each of the indicators of work motivation. It was

likewise utilized to determine the magnitude of relationship

between job performance of the faculty and each of the indicators

of work motivation.
 50

3. One-Way ANOVA was used to find whether significant

difference exists on work motivation between college faculty and

BED faculty in terms of the five (5) motivational indicators.

4. Multiple linear regression was employed to determine the

factor of each category of work motivation that greatly affects job

performance and affective commitment of the college faculty or

BED faculty. Likewise, it was utilized to test the amount of

variance explained by the indicators of work motivation in both

affective commitment and job performance of the college and BED

faculty. Thus, the Standard Analysis of Variance (ANOVA) was

obtained to answer the question of the extent of relationship

between/ among two or more variables (Padua, 2000).

All interpretations were based on 0.05 alpha level of

significance.
 51

DEFINITION OF TERMS

The following terms are defined conceptually and

operationally for clear understanding of the research specifically on

the findings and interpretation of data.

Administration and Supervision. This refers to the school

administrators’ style of managing their functions, implementing

policies and their dealings with subordinates.

Affective commitment. This is essentially concerned with

the person’s emotional attachment to his or her organization and

his or her great belief in the values of the organization which

strongly affect organizational citizenship behaviors and its intention

to stay in the organization.

Compensation. This pertains to all forms of financial returns

and tangible services and benefits receive as part of an

employment relationship. This may be received directly in the form

of cash (salary, bonuses, benefits convertible to cash and

incentives) or in kinds like uniform allowance or awards received

by an employee.
 52

Co-workers. This refers to the other employees working with

the individual whether faculty or non-teaching personnel.

Faculty. This refers to the full time basic education and college

instructors or teachers working in Cor Jesu College.

Job Itself. This pertains to the extent to which job tasks as

lecturing, grading, creating and modifying enriching classroom

activities, etc, are considered interesting and permits opportunities

for learning and accepting responsibility.

Job Performance. This is a measure of how a faculty

conducts classroom instruction and tasks related to it, as well as

other work related behaviors required of him or her to display in a

job as evaluated against a specific set of criteria.

Organizational Tenure. This pertains to the number of years

or the length of time that an employee worked in the school

organization.

Professional Growth and Development Opportunities. This

refers to the availability and accessibility for the chance to advance

professionally such as promoted to a higher rank, upgrading of

skills through attending training or seminars or be a speaker to

 53

enriching seminars within or outside the school; educational

advancement for academic leadership.