Chapter 4

SUMMARY FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter presents the summary of findings, the

conclusions drawn, and the recommendations offered.

Attainment of mission statements and efficient

teaching-learning processes depend, to an extent, on

some facets of teachers’ fortitude and on the degree

of the satisfaction of the needs of teachers. When

teachers possess traits of courage and strength and

their needs are fulfilled, these bring about utmost

efficiency as tehir awareness to influence becomes

more intensified in promoting the development of basic

skills, understanding, work habits, desirable

attitudes, values, jadgments, and adequate

understanding of their pupils. The variety of human

traits, abilities, competencies, skills, and attitudes

teachers possess it calls for an objectve assessment

of teachers’ personal and professional attributes.

Thus, this study endeavored to look into the

fulfillment of teachers’ attachment and achievement

needs and impact on their traits of fortitude. The

following hypotheses were tested: [1] No significant

relationships exist between teachers’ traits of

fortitude and the two measures of needs; and, [2]

Teachers needs across age, gender, number of years

teaching do not differ in their needs and traits of

fortitude. Participants were public elementary school

teacher drawn from the District of Cabiao, Division of

Nueva Ecija during the school year 2017-2018. The

study focused on three measures of teachers’ traits

of fortitude: control, commitment, challenge and two

aspects of teachers’ needs: attachment and

achievement. Profile variables were confined to age,

gender, and number of years in teaching. Statistical

tools employed included the weighted mean, Pearson

Moment of Correlation, Phi Kramer’s V, and Kendall’s

tau-b.

Summary of Findings

The summary of finding is as follows:

1. The needs of the teachers along attachment and

achievement.

Attachment
 Majority of the teachers, 69 or 53.07 percent, are
high in their needs in terms of attachment;
teachers highly desire to establish favorable
alliance with other individuals.
 The teachers declared they always like to be loyal
to their friends and colleagues; do things for
their colleagues and fellow teachers; and, share
things with their friends and fellow teachers.
 The teachers remarked that they often enjoy
cooperating with others than working by themselves;
and they like to hang out with group of congenial
people and talk about things.

Achievement Needs
 The majority of the teachers, 73 or 56.15 percent,
are high in their needs in terms of achievement.
 The teachers want to accomplish things more
superior than other people can do. Being able to
carry out successfully tasks that are difficult is
a source of fulfillment among the teachers.
 The teachers disclosed that they always like to do
their best in whatever they undertake; always enjoy
work as much as play; and, always like to
accomplish tasks that others recognize as requiring
skill and effort.
 They often like to be able to say that they have
done a difficult job well and like to be able to do
things better than other people.
2. Teachers’ traits of fortitude along control,
commitment, and challenge

Control
 Majority of the teachers are moderate in their
traits of fortitude in terms of control.
 Teachers have moderate dispositions as to their
adaptability, flexibility, and self-correcting
measures; likewise, teachers have the endurance and
stamina relative to the dispensation of authority
and influence.
 The teachers remarked as “always: to the following
item-statements: they plan ahead so that they can
avoid problems in the future; they know when they
need help on a difficult task; and, thy can
communicate in away people listen to them.
 They commented that their efforts can often lead to
challenges at work and at getting people to change
their minds; they have never made a mistake that
they could not correct.
 The teachers responded “sometimes” to the
following: when they have problems, they try not to
thing of them; they never have made a mistake that
they could not correct; if someone wants to hurt
them, there is little they can do about it; and,
most of the time when someone gets angry with them,
it is something they were helpless to prevent.
Commitment
 Majority of the teachers are high in their traits
of fortitude in terms of commitment.
 Teachers have the staying power and patience
relative to the dispensation of authority and
influence and bespeaks of teachers’ dedication and
faithfulness to the school organization or
community they work for.
 The teachers remarked that they always work hard to
accomplish their goals and that it always pays off
if they do their best.
 The teachers commented that they often look forward
to returning to work on Mondays.
 The teachers much of their time is sometimes doing
things that are not worthwhile; their daydreams are
sometimes more exciting than reality; and, most of
their days sometimes seem tedious and dull.
Challenge
 Majority of the teachers, 75 or 57.69 percent, are
hing in their traits of fortitude in terms of
challenge.
 Teachers perceived themselves who are skilled to
face innovations and new developments.
 The teachers pointed out that the “tried and
true” is always the best approach and they always
love waking up fresh to meet the challenges of the
day.
 The teachers often find opportunities exciting to
learn something new about themselves.
 They sometimes believe that society has an
obligation to support people who do their best;
and, sometimes feel that too much variety in work
makes them unfocused.
3. Relationship between teachers’traits of fortitude
and their needs.
 Control as a trait of fortitude was found to be
significantly related to achievement as a need as
disclosed by the obtained r-ratio of .408.
 The more the teachers are adaptable, flexible, and
utilize self-correcting measures, the more they
teachers become more fulfilled in the day-to-day
activities they undertake which are sources of
their contentment and satisfaction.
 Likewise, the more teachers have the endurance and
stamina relative to the dispensation of authority
and influence, the more they become heightened in
their feelings of fulfillment when tasks assigned
to them to undertake require their skills.
 Thus, the hypothesis that there is no significant
relationship between teachers’ traits of fortitude
along control and their need for achievement was
rejected.
 The obtained r-ratio of .408 revealed significant
relationship between commitment as a trait of
fortitude and to achievement as a need.
 The more the teachers feel that they have the
staying power and patience relative to the
dispensation of authority - the more the teachers
will always like to do their best in likewise enjoy
work as much as play.
 Further, the more the teachers are aware of their
influence which bespeaks of their dedication and
 faithfulness to the school organization, the more
the teachers will like to accomplish tasks that
others recognize as requiring skill and effort.
 Thus, the hypothesis that there is no significant
relationship between teachers’ traits of fortitude
along commitment and their need for achievement was
rejected.
 No significant relationships were observed to exist
between teachers’ traits of fortitude along
commitment and their need for attachment and
achievement.
 Teachers’ diligence to accomplish their goals does
not influence teachers’ desires to consistently
pull off tasks and other odd jobs that other
acknowledge as calling for expertise, talent, and
effort.
 Likewise, teachers’ concerns that it pays off if
they do their best do not necessarily mean that the
teachers highly desire to establish favorable
alliance with other individuals.
 The hypothesis that no significant relationship
exist between teachers’ traits of fortitude along
commitment and their need for attachment and
achievement was accepted.

4. Whether the Teachers across age, gender, civil

status and number of years in teaching differ in their
traits of fortitude and needs.

Age
* The obtained f- ratios obtained for the traits of
fortitude of .589 for control; .589 for commitment
and, .659 for challenge; and the derived f-ratios of
1.188 for attachment and 1.885 for achievement
disclosed no significant differences in the teachers,
traits of fortitude along control, commitment, and
challenge.
* Regardless of age, the teachers are similarly
positioned in commitment which bespeaks of their
dedication and faith-fullness in the exercise of their
profession.
* Diversity in age does not deter the teachers to be
different in their competencies to face innovations
and new developments.
* Teacher of all ages find fulfillment in their
undertaking of duties, responsibilities, and tasks.
They are one in their desires to establish favorable
alliance with other individuals.
* The hypothesis that that teachers do not differ in
their traits of fortitude and in their needs along
attachment and achievement across age was accepted.

Gender

* Male and female teachers differ in their traits of

fortitude along control and commitment as disclosed by
the obtained f-ratios of 3.902 for control and 3.902
for commitment.
* The derived mean scores of 38.6000 for control and
commitment revealed that the male teachers tend to be
more adaptable, flexible, and possess more self-
correcting measures as compared to the female
teachers.
* Male teachers have more endurance and stamina
relative to the dispensation of authority and
influence.
* Male teachers tend to plan ahead, as match up to the
female teachers, to steer clear of future problems.
This is so because male teachers are not so sensitive
in their interactions and can quickly adapt themselves
to any environment.
* Male and female teachers do not differ in their
needs along attachment and achievement as disclosed by
the obtained f-ratios of 3.570 for challenge; .068 for
attachment needs and 2.171 for achievement needs.
* Regardless of gender, the teachers are fairly
skilled to face innovations and new developments;
desire to reciprocate with an ally and to participate
in a friendly group; and, like to do their best in
whatever they undertake.
* The hypothesis that male and female teachers do not
differ in their traits of fortitude along control and
commitment was rejected.
* The hypothesis that male and female teachers do not
differ challenge as a fortitude trait and in their
needs along attachment and achievement was accepted.

Number of Years in Teaching

* The obtained f-ratio of 2.683 disclosed significant
differences in the teachers’ needs in terms of
achievement as a need across number of years in
teaching.
* The mean score of 21.8500 disclosed that teacher who
hat been teaching for 22 to 28 years tend to feel more
in whatever they undertake and like to accomplish
tasks that other recognize as requiring skill and
effort.
* The hypothesis that teachers do not differ in their
needs for achievement across number of years in
teaching was rejected.
* On the other hand, no significant differences were
observed in the teachers’ traits of fortitude and
their need along attachment.
* The hypothesis that teachers do not differ in their
traits of fortitude along control, challenge, and
commitment and in their needs for attachment across
number of years in teaching was accepted.

Conclusions

Based from the findings drawn, the following

conclusions were arrived at :
1. Majority of the teachers are high in their
needs in terms of attachment and achievement,
 2. Majority of the teachers are high in their
traitsi if fortitude along commitment and
challenge; and, moderate along control.
3. Teachers’ traits of fortitude along control,
commitment, and challenge are found to be
significantly related to teachers’ fullfillment
along attachment and achievement needs.
4. 1 male and female teachers differ in their
traits of fortitude along control and commitment;
teachers across gender do not differ in their
needs along attachment and achievement.
5. 2. Teachers across number of years in
teaching needs in terms of achievements as a need
where teachers who had been teaching for 22 to 28
years tend to feel more in whatever they
undertake and like to accomplish tasks that
others recognize as requiring skill and effort.

Recommendations
Based from the the findings and conclusions, the
following recommendations were offered:
1. Higher school authorities should extend
recognition and appreciation of the teachers’
efforts in their setting up of activities early
and planning ahead as these are probabilities to
keep away from upcoming problems.
2. Higher school authorities should ceaselessly
provide teachers some activities like assigning
them leadership roles that will sustain and
maintain their enthusiasm in work. Opportunities
for more involvement in school activities will
motivate the teachers to pull off consistently
tasks and other odd jobs that require their
expertise, talent, and effort.
3. Higher school authorities should exert efforts
to impress into the consciousness of the teachers
the need to enhance further their traits of
fortitude. Endeavors of higher school authorities
positively intensify further teachers’ endurance
and stamina in their dispensation of authority and
influence; teachers’ adaptability, flexibility,
and self-correcting measures of a teacher are
heightened; teachers’ dedication and faithfulness
in the performance of work becomes more bolstered;
and, teachers become more challenge to face
innovations and new developments.
4. A more emphatic attitude from higher school
authorities should be extended to female teachers
in terms of control considering gender differences
in terms of persistence and the multi-roles female
teachers undertake.
5. Research on other traits and attributes of the
teacher in the research locale can be undertaken
which will delve on their motivational force,
tendencies toward neuroticism, work appraisals,
and their perceptions of ethical standards.
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Salac, Almoncito M. [ 2nd Sem -2017-2018]

Name Age Gender

Years in Teaching

Part 1
ATTACHMENT AND ACHIEVEMENT NEEDS

Read the following statements and rate them as

needs. Try to very objective. Try not to be influenced
by what you think you should be or by what others want
you to be.

Please follow the following response mode:

5-always
4-often
3-sometimes
2-rarely
1-never

Neesd for Attachment

1. I like to be loyal to my [5][4][3][2][1]
friends and colleagues.
2. I like to do things for my [5][4][3][2][1]
colleagues and fellow
teachers.
3. I share things with my friends [5][4][3][2][1]
and colleagues.
4. I enjoy cooperating with [5][4][3][2][1]
others than working by myself.
5. I like to hang out with a [5][4][3][2][1]
group of congenial people and
talk about things.
Need for Achievement
1. I like to do my best in [5][4][3][2][1]
whatever I undertake.
2. I like to be able to say that [5][4][3][2][1]
I have done a difficult job
well.
3. I like to be able to do things [5][4][3][2][1]
better than other people.
4. I like to accomplish tasks [5][4][3][2][1]
that others recognize as
requiring skill and effort.
5. I enjoy work as much as play. [5][4][3][2][1]

Part II- Traits of Fortitude

The following statements reflect feelings and

beliefs about your work and activities as a teacher.
Using the guideline below, please indicate the degree
to which each statement describe you.

1-always
2-often
 3-sometimes
4-rarely
5-never
Items Response
1. I plan ahead so that I can avoid [5][4][3][2][1]
problems in the future.
2. Much of my time is spent doing things [5][4][3][2][1]
that are not worthwhile.
3. I like a schedule that involves [5][4][3][2][1]
frequent changes.
4. When I try heard enough, things turn [5][4][3][2][1]
out right.
5. There is no point to working hard, [5][4][3][2][1]
because it benefits only the top
levels of management.
6. Too much variety in my work makes [5][4][3][2][1]
me unfocused
7. When I have problems, I try not to [5][4][3][2][1]
think of them.
8. I look forward to returning to [5][4][3][2][1]
work on Mondays.
9. I have little patience for [5][4][3][2][1]
abstract theories.
10. My efforts cab lead to changes at [5][4][3][2][1]
work.
11. I work hard to accomplish my [5][4][3][2][1]
goals.
12. I believe that the “tried and [5][4][3][2][1]
true” is the best approach.
13. I can communicate in a way that [5][4][3][2][1]
people listen to me.
14. Most teachers with low ranks are [5][4][3][2][1]
simply used by higher school
authorities.
15. Laws that jeopardize a person’s [5][4][3][2][1]
job should not be passed.
16. I am successful at getting people [5][4][3][2][1]
to change their minds.
17. My daydreams are much more [5][4][3][2][1]
exciting than my reality.
18. I love waking up fresh to meet the [5][4][3][2][1]
challenges of the day.
19. I have never made a mistake that I [5][4][3][2][1]
could not correct.
20. I have a clear sense of what is [5][4][3][2][1]
important to me.
21. I like situations in which I do [5][4][3][2][1]
not know what will happen.
22. I know when I need help on a [5][4][3][2][1]
difficult task.
23. Ordinary work is always boring. [5][4][3][2][1]
24. Society has an obligation to [5][4][3][2][1]
support people who do their best.
25. If someone wants to hurt me, there [5][4][3][2][1]
is little I can do about it.
26. I believe that if I do my at work, [5][4][3][2][1]
it will pay off.
27. If I find opportunities to learn [5][4][3][2][1]
something new about myself
exciting.
28. Most of the time when someone gets [5][4][3][2][1]
angry with me, it is something I
was helpless to prevent.
29. Most of days seem tedious and [5][4][3][2][1]
dull.
30. I enjoy it when something [5][4][3][2][1]
interrupts my daily routine.
 Interview Guide

1. How do you describe yourself as a professional

teacher?

2. What circumstances in your profession challenge you

most?

3. What circumstances make you feel deeply committed

in the teaching profession?

4. At this point in your life as a teacher, do you

feel you have achieved what you want in life or in
your profession?
5. What do you believe are the best achievements you
have attained as a teacher?

EMILIANA P. VELASCO January 13,

2018
Public Schools District Supervisor
Division of Nueva Ecija
District of Cabiao

Madam:
The undersigned is currently conducting a study on
the working title “ATTACHMENT AND ACHIEVEMENT NEEDS:
IMPACT ON TEACHERS’ TRAITS OF FORTITUDE” in partial
fulfillment of the requirements for the Degree of
Master of Arts in Education major in Educational
Management, at Dr. Gloria D. Lacson Foundation
Colleges, Inc., Castellano, San Leonardo, Nueva Ecija.
In this connection, he is requesting permission
from your good office to allow him to gather data and
distribute questionnaires to the Public Elementary
School Teacher in the fourth congressional district,
Division of Nueva Ecija during S.y. 2018-2019.
It is hoped that this request will merit
consideration and approval from your honorable office.

Thank you and God bless.

Respectfully yours,
ALMONCITO M. SALAC
Researcher

MANUEL R. GUERRERO, Ph.D.

Dean, Graduate School

Approved :
EMILIAN P. VELASCO
Public schools District Supervisor