Research Output 2

ST.
ANTHONY’S COLLEGE
San Jose de Buenavista, Antique
BUSINESS EDUCATION DEPARTMENT

FACTORS INFLUENCING THE PERFORMANCE OF ST. ANTHONY’S
COLLEGE EMPLOYEES: A BASIS IN ADAPTING
A REWARD SYSTEM MEASURES
Presented to
Mr. Roderick Rafael Aquino
Instructor
Business Education Department
St. Anthony’s College
San Jose, Antique
In partial fulfillment
Of the requirements for the Course
BA 206 Business Research
By:
Mary Grace E. Aguirre
Roseanne M. Flores
Frances Ingrid D. Garita
Kenberlie F. Maisog
BSBA MM/FM 3
July 4, 2021
ST. ANTHONY’S COLLEGE
BUSINESS EDUCATION DEPARTMENT ii
TABLE OF CONTENT
PRELIMINARIES Page No.
Title Page
Abstract
Acknowledgement
List of Tables
CHAPTER I
INTRODUCTION
Background of the Study 1
Review of Related Literature 2
Statement of the Problem 13
Hypothesis of the Study 14
Conceptual Framework 15
Significance of the Study 15
Scope and Limitations of the Study 16
Definition of Terms 16
CHAPTER II
RESEARCH METHODOLOGY
Research Design 19
Sampling Design 19

Research Locale 20
Research Instrument 20
Data Gathering Procedure 20
Data Analysis Procedure 21
CHAPTER Page No.
Statistical Treatment 21
CHAPTER III
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
Demographic Profile of Respondents 22
Findings 24
CHAPTER IV
CONCLUSION AND RECOMMENDATIONS
Summary of Problems and Hypotheses 36
Summary of Findings 37
Recommendations 39
Proposed Reward System 40
REFERENCES 41
APPENDICES 43
LIST OF TABLES Page No.
Table 1 Respondents Profile 22
1.1 Gender of Respondents 22
1.2 Age of Respondents 22
1.3 Respondents’ years in service 23
1.4 Respondents’ Area 23
2 Likert Scale 24
3 Motivation Factors 24
Table 4 Hygiene Factors 27
Table 5 Employee Performance 30
Table 6 Significant relationship among motivation factors 33
Table 7 Significant relationship among hygiene factors 34
Table 8 Significant relationship among employee performance 35

List of Figures Page No.
Figure 1 23
2
3
4
5
List of Appendices
Appendix A
D
CHAPTER I
INTRODUCTION
Background of the Study
Motivation can be characterized as complexity of forces that inspire an individual

at work to escalate his longings and ability to utilize his capability to perform to achieve
organizational objectives. According to Mile (2004), motivation is a condition that
influences the arousal, direction, and maintenance of behavior. Human needs must be
satisfied, and this can cause the arousal of motivational forces. Koontz et al. (1990)
opined that the motivation of employees is an important inner control tool and should
be satisfied to attain advantages such as increased employee commitment, increased
productivity, and efficiency.
According to Sarker (2016), for many years, motivation has been a key indicator
of productive employee performance within an organization, so it has been an area of
major concern for the organization and human resource managers. There is a wide
range of factors that are related to management, employees, organization, and the

workplace which makes it a complex and challenging job to motivate employees in an
organization. Therefore, different strategies and methods should be used by the
organization and human resource manager to motivate employees. Monetary and non-
monetary factors
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are used by human resource managers to achieve different employee and organization-
related objectives.
According to Srivastava (2016), motivated employees are inclined to be more
productive than non-motivated employees. If an employee is satisfied and happy then
he or she will do his or her work in a very impressive way, and then the result will be
good, on the other hand, motivated employee will motivate other employees in the
office. Job performance management is the process through which managers ensure
those employee’s activities and outputs are congruent with the organization’s goal.
Therefore, it is the organization’s priority to ensure that motivational tools which
encourage initiative and stimulates efforts from the employees are put in place for a
better performance and deliverance of quality service. The performance of an employee
is measured by the output that the individual produces and it is related to productivity.
Productivity is defined as what people can produce with the least effort. It is about
aligning the organizational objectives with the employees agreed measures, skills,
competency requirements, development plans, and the delivery of results. The
emphasis is on improvement, learning, and development to achieve the overall business
strategy and to create a high performance workforce. This study, therefore, will
determine the factors influencing the performance of St. Anthony’s College employees.
Review of Related Literature
Definition of Motivation
Motivation is defined as “the forces within a person that affects his or her
direction, intensity and persistence of voluntary behavior (Mcshane et al., 2000).
Robbins and Coulter (2005) further suggest that motivation refers to the “process that
account for an individual’s willingness to accept higher levels of effort to each
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organizational goals conditioned by the effort’s ability to satisfy some individual need”.
If managers today are to assume responsibility to lead employees towards attaining
organizational goals, it is then crucial for them to comprehend the psychological process
of motivation. Other researcher such as Kreitner (1995), Buford, Bedeian & Linder
(1995), Higgins (1994) all cited in Linder (1998) define motivation as “the psychological
process that gives behavior a purpose and direction, a predisposition to behave in a
purposive manner to achieve specific unmet needs, an unsatisfied need, and the will to
achieve, respectively.
The above definitions can be summarized in one definition, according to

Greenberg and Baron (2000) indicated that motivation can be divided into three main
parts. The first part looks at arousal that deals with the drive, or energy behind
individual (s) action. People tend to be guided by their interest in making a good
impression on others, doing interesting work, and being successful in what they do. The
second part refers to the choice people make and the direction their behavior takes. The
last part deals with maintaining motivated behavior which clearly defines how long
people have to persist at attempting to their goals.
Importance of Motivation
Motivation is an important in the work place because motivation implies arousal

and maintenance of interest in the doing an activity. Motivation is of enormous
importance in enhancing performance in any organization. Every manager strives to
motivate his or her employees to greater and higher performance towards achieving
organizational mission. It is the considered view of Moorhead and Griffin (1998) that
performance is dependent on three factors, namely, Ability, Environment, and
Motivation which can be expressed as follows: P = M + A + E. Ability which is the
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employees’ skill and capacity to perform a given work, can be acquired in the case of its
deficiency, through a training program or a transfer to a simpler job. Environment,
which refers to the requisite physical material resources and equipment to do the job,
can also be provided.
However, motivation that entails a worker wanting to do the job cannot be easily
provided or generalized. It requires extra effort on the part of the manager to determine
what will motivate the employee to work hard enough to meet set performance levels.
Thus, motivation is important in an organization in as much as it determines employees’
performance in conjunction with ability and environment (Moorhead and Griffin, 1998).
Motivation Theories
Two prominent motivational theories which explains conceptually the

relationship between motivation and performance, i.e. Herzberg and Maslow’s need
hierarchy. (Dudovsky, 2012; Martin, 2012)
Maslow's Hierarchy of Needs
Abraham Maslow (1967) developed the hierarchy of needs, which suggests that
individual needs exist in a hierarchy consisting of physiological needs, security needs,
belongingness needs, esteem needs, and self-actualization needs. Physiological needs
are the most basic needs for food, water, and other factors necessary for survival.
Security needs include needs for safety in one's physical environment, stability, and
freedom from emotional distress. Belongingness needs relate to desires for friendship,
love, and acceptance within a given community of individuals. Esteem needs are those
associated with obtaining the respect of one's self and others. Finally, self-actualization
needs are those corresponding to the achievement of one's own potential, the
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exercising and testing of one's creative capacities, and, in general, to becoming the best
person one can possibly be.
Unsatisfied needs motivate behavior; thus, lower-level needs such as the

physiological and security needs must be met before upper-level needs such as
belongingness, esteem, and self-actualization can be motivational. According to the
implications of the hierarchy, individuals must have their lower-level needs met by, for
example, safe working conditions, adequate pay to take care of one's self and one's
family, and job security before they will be motivated by increased job responsibilities,
status, and challenging work assignments.
Maslow’s theory has not received a great deal of support with respect to specific
notion it proposes (Greenberg & Baron, 1995). To them, this model is theorized to be
especially effective in describing the behavior of individuals who are high in growth
need strength because employees who are different to the idea of increasing their
growth will not realize any physiological reaction to their jobs. Maslow’s theory
influences all employees regardless of the age, gender, qualification, and so on; they
choose occupation that they like to be satisfied.
Two - Factor Theory (Herzberg’s 2002)
The second content theory is Herzberg’s two factor theory. His theory is based
on Maslow’s hierarchy of needs but he distinguishes needs in hygiene factors and
motivators or growth factors. This Herzberg theory brought a lot of interest from
academics and from managers who were looking for ways of motivating their
employees. The reason for so much interest in Herzberg’s results comes from a dual
character of his work. His theory not only describes employees’ needs but also goes
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further and presents how to enrich jobs and make workforce more motivated (Fincham
& Rhodes, 2005). Herzberg indicates that job satisfaction and job dissatisfaction are not
opposite phenomena (Herzberg, 1968). According to him the opposite of satisfaction is
rather no satisfaction and the opposite of dissatisfaction is no dissatisfaction. Herzberg
suggests that satisfaction and dissatisfaction are produced by different factors. People
are satisfied at their work by factors.
Herzberg highlighted that when an institution hygiene factors do not exist (e.g.
salary, job security, working conditions, level and quality of supervision, company policy,
and administrative and interpersonal relations) employees are dissatisfied, and if these
factors exists this does not mean that employees are motivated or satisfied this is
because based on his research the opposite of de-motivation is motivation only
semantically and not when it comes to understanding the behavior of employees in
their jobs (Herzberg, 1968).
Herzberg’s theory provides a strong link between motivation and performance of

employees. He presents that performance can come as an emanation of feelings like
achievement, advancement, growth which are related with motivation. He emphasized
the importance of job enrichment and he separated it from job enlargement which
includes increased responsibility and involvement, opportunities for advancement, and
the sense of achievement. The following is a glance at each of the motivation factors
according to Herzberg.
Achievement. An example of positive achievement might be if an employee

completes a task or project before the deadline and receives high reviews on the result,
the satisfaction the employee feels would increase. However, if that same individual is
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unable to finish the project in time or feels rushed and is unable to do the job well, the
satisfaction level may decrease.
Recognition. When the employee receives the acknowledgement they deserve

for a job well done, the satisfaction will increase. If the employee’s work is overlooked
or criticized it will have the opposite effect.
Work itself: This involves the employees’ perception of whether the work is too
challenging, too easy, boring, or interesting.
Responsibility: This involves the degree of freedom employees have in making

their own decisions and implementing their own ideas. The more liberty to take on that
responsibility the more inclined the employee may be to work harder on the project and
be more satisfied with the result.
Advancement: This refers to the expected or unexpected possibility of

promotion. An example of negative advancement would be if an employee did not
receive an expected promotion or demotion.
Possibility of Growth: This motivation factor includes the chance one might have
for advancement within the institution. This could also include the opportunity to learn
a new skill or trade. When the possibility/opportunity for growth is lacking or if the
employee has reached the peak or glass ceiling, as it is sometimes referred to, this could
have a negative effect on the satisfaction the employee feels with their job and position.
The following are the hygiene factors, which work in the same way with positive
or negative attributes. However, these factors can only affect the dissatisfaction one
feels.
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Institution Policy or Administration: An employee’s perception of whether the
policies in place are good or bad or fair or not, changes the level of dissatisfaction that
employee will feel.
Personal or Working Relationships: These are those relationships one engages in

with their supervisors, peers, and subordinates. How someone feels about the
interaction and discussions that take place within the work environment can also affect
dissatisfaction.
Working conditions: This includes the physical surroundings that one works
within, such as the facilities or location.
Salary: This factor is fairly simple; the increase or decrease of wage or salary
effects the dissatisfaction within a company a great deal.
Personal Life: Although people try to separate the two, work and personal life,
one will inevitably affect the other.
Feeling a Job Security: This is a pretty significant factor. The sense of job security
within a position or organization as a whole relates to the dissatisfaction as well
(Ruthankoon & Ogunlana 2003).
Herzberg says that leaders should avoid placing strong emphasis on fulfilling
hygiene needs as this will result in employees relying too heavily on extrinsic rewards
and may pose impediments to the long term success of the organization. Instead,
leaders should focus on designing more intrinsically challenging task, provide
recognition, and empowering employees when certain level of ability is demonstrated,
which are the true motivators when fulfilled, contribute to long term positive effect on
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employees’ job performance. This research adopted the Herzberg’s (2000) two factor
theory as it looks at intrinsic and extrinsic factors of motivation.
Factors Enhancing Employees’ Motivation
Employees want to earn reasonable salaries, as money represents the most

important incentive, when speaking of its influential value (Sara et al, 2004). Financial
rewards can maintain and motivate individuals towards higher performance, especially
workers from production companies, as individuals may use the money to satisfy their
needs. Therefore, pay has a significant impact in establishing employees’ diligence and
commitment, being a key motivator for employees. Nevertheless, studies have shown
that pay does not boost productivity in the long term and money does not improve
performance significantly (Whitley, 2002). Moreover, focusing only on this aspect might
deteriorate employees’ attitude, as they might pursue only financial gains. Fortunately,
other non-financial factors that have a positive influence on motivation, such as
rewards, social recognition, and performance feedbacks.
Numerous researches have also pointed out that rewards lead to job
satisfaction, which in turn influence directive and positively the performance of the
employees. Moreover, rewards are one of the most efficient tools of management when
trying to influence individual or group behavior, to improve organization’s effectiveness.
The vast majority of companies use pay, promotion, bonuses, and other types of
rewards to motivate employees and to increase their performance. To use salary as a
motivator, managers have to develop salary structures, according to the importance of
each job, individual performance and special allowances.
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Employees can also be motivated through proper leadership, as leadership is all
about getting thing done the right way. To achieve these goals, the leader should gain
the employees’ trust and make them follow him. Nevertheless, to make them trust him
and complete their tasks properly for the organization, the employees should be
motivated (Baldoni, 2005). The leaders and the employees help one another to attain
high levels of morality and motivation.
Trust represents the perception of one individual about others and his
willingness to act based on a speech or to comply with a decision. Therefore, trust is an
important factor for an organization that wants to be successful, as it has the ability to
enhance employees’ motivation and foster interpersonal communication.
Monetary Motivators Versus Non-Monetary Motivators
Motivation can be described as intrinsic and extrinsic. Some factors are more
motivating than others. Most researchers put much effort to find out which of the
factors are the best motivators. The most common factors that are taken into
consideration are two categories: monetary and non-monetary incentives. As Armstrong
(2007) suggested, money is a motivator because it satisfies a lot of needs.
It is a factor which is indispensable for life and which is needed to satisfy basic
needs of survival and security. Higher needs such as self-esteem can also be satisfied by
it. With money, people can buy things that show their status and create a visible sign of
appreciation. In other words, money is a symbol of many intangible goals what makes it
a powerful motivating factor.
There is no consensus about the role of money as motivator. Some studies

confirm that money is a good motivator, while others have found that money is not at
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all a motivator. For example, Rynes, Gerhart, and Minette (2004) and (Deci & Ryan,
2000) in their study on the importance of pay in employee motivation found that money
is not a motivator for every person and not in every circumstance. However, it is an
important factor for most people such as employees. These researchers suggest that
money is much more important in peoples’ actual choices than in their responses to the
question about importance of money as a motivator. That might lead to an
underestimation of monetary rewards as one of motivating factors in job settings.
Similar results about the importance of money as a motivator come from

Agarwal’s (2010) study based on a literature review on motivation and executive
compensation. In his opinion money is still the most crucial motivating factor for
employee that makes him perform well in the company. He agrees that intrinsic rewards
motivate executives but after a certain point in career money seems to have greater
importance. Agarwal goes further in his conclusions as he indicates that long-term
incentives are less effective than short-term, performance based incentives. This is the
result of associated risk and uncertainty about the future which comes with long-term
incentives.
In the extant literature, there are many supporters of financial incentives as

motivators while on the other hand, there is a large group of researchers who neglect
the fact that money is a good motivator. Some of them are very critical about the use of
money as a motivator. For example, McClelland (1968) writes that “money isn’t nearly
so potent a motivating force as theory and common sense suggest it should be”. He
cites other authors’ research that showed no influence of money on peoples’ motivation
in boring and fatiguing jobs but indicated other factors that had influence such as
freedom to schedule their work by employees.
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Some results that support McClelland words come from McKinsey Quarterly
survey conducted in June 2009 (Dewhurst, Guthridge, & Mohr, 2009). Responses
received from 1,047 executives, managers, and employees around the world showed
that three non-cash motivators (praise from immediate managers, leadership attention,
a chance to lead projects or task forces) are more effective motivators than the three
highest rated financial incentives (cash bonuses, increased base pay, and stock or stock
options). Another study on health worker’s motivation which was not related to
business environment also showed that non-financial motivators play important role in
employees’ motivation (Mathauer & Imhoff, 2006).
Definition of Performance
In a working environment, performance can be classified into two types:

organizational performance and employee performance. In the following sections, both
these terms will be explained in detail.
Organizational Performance
When an individual or groups of employees are able to achieve their goals and
objectives in an organization, it can be termed as organizational performance (James,
2012). When all the elements of an organization operate together in achieving positive
result in an organization, a high level of organizational performance is achieved (James,
2012). To assess the success of an organization, the performance results are compared
to the predefined goals and objectives. Long term strategic objectives, organizational
hierarchy, performance measures and techniques, organizational culture and values and
also rewarding pattern are the various elements which supports an organizational
performance.
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Job Performance
Employee performance and job performance are interconnected where either of

them demonstrates how or whether an employee has completed his allocated job
efficiently and effectively. There are various definitions for the term ‘performance’,
whatever may be the relevance of this variable, it is vital for meeting the organizational
goals and also for individual accomplishments. Organizational performance could be
defined as, a group of people working together in meeting organizational goals and
objectives, whereas an individual uses his existing skills and abilities in meeting the
organizational goals and objectives is referred as employee performance (Patel, 2013).
Even though both organizational performance and job performance aims at achieving
organizational goals and objectives either of them are achieved through different
factors. Organizational performance is related to collectively aiming at achieving goals
and objectives (Pathirage et al, 2004), whereas when an individual use resources
efficiently to meet the goals and objectives it is related to the job (Sonnentag et
al,2008).
Statement of the Problem
This research study generally aimed to find out the factors influencing the
performance of St. Anthony’s College employees.
Specifically, the study sought to answer the following question:
1. What motivation factors influence the performance of employees

in terms of:
a. Achievement
b. Recognition
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c. Work Itself
d. Responsibility
e. Advancement
f. Possibility of Growth
2. What hygiene factors influence the performance of employees in
terms of:
a. Institution Policy or Administration
b. Personal or Working Relationships
c. Working Conditions
d. Salary
e. Personal Life
f. Feeling a Job Security
3. What is the extent of motivation and hygiene factors to the performance
of employees in terms of:
a. Job effort and performance
b. Attendance and retention
c. Employee commitment to the organization
d. Job satisfaction
4. Is there a significant relationship among motivation factors, hygiene
factors, and employee performance?
Hypothesis of the Study

There is no significant relationship among motivation factors, hygiene factors,
and employee performance.
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Conceptual Framework
Independent Variables
Motivation Factors:
a. Achievement
b. Recognition Dependent Variable
c. Work Itself
d. Responsibility Employee
e. Advancement performance:
f. Possibility of Proposed Reward
a. Job effort and
Growth System:
performance
Recognition
b. Attendance
Time off
Hygiene Factors: and retention
Promotion
a. Institution Policy c. Employee
or Administration commitment to
b. Personal or the
Working organization
Relationships d. Job satisfaction
c. Working
Conditions
d. Salary
e. Personal Life
f. Feeling a Job
Security
Figure 1: Two-Factor Motivation Theory and Employee’s Job Performance by Herzberg
Significance of the Study

This study was undertaken to find out the factors influencing the performance of
St. Anthony’s College employees.
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Furthermore, this study was conducted for the benefit of the following:
The Employees. This study will help the employees to enhance their
performance and develop their skills to do their job. This will also make the
employees more motivated to work.
The St. Anthony’s College. This study will help the St. Anthony’s College
institution to gain a better understanding of how the working employees are being
motivated by reward system to do their work efficiently and effectively.
The Other Institutions. This study will be of great help to other institutions
in assisting them in knowing different forms of employee motivation and reward
system for better performance.
The Future Researchers with related topic. This research will give some
insights that they might be needing and answer some of the questions in their own
study.
Scope and Limitations of the Study

The scope of the study was the teaching and non-teaching employees of St.
Anthony’s College which means the data collected was only base on the area. The
total population was represented by selected respondents in St. Anthony’s College.
The limitation of the study was it only aims to determine the factors influencing the
performance of St. Anthony’s College employees.
Definition of Terms
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Motivation factors. These are intrinsic motivation factors, things that come from inside,
like feeling a part of something bigger than ourselves and understanding our individual
contribution to the overall objectives.
Hygiene factors. These are extrinsic motivation factors – things that other people do, or
don’t do – or things that other people give you or don’t give you.
St. Anthony’s College. A private Catholic school in San Jose de Buenavista, Antique
where the study will be conducted.
Reward. A thing given to employees as a recognition of their service, effort, or
achievement.
Achievement. A thing is done successfully, typically by effort, courage, or skill.
Recognition. Acknowledgment of the existence, validity, or legality of something.
Appreciation or acclaim for an achievement, service, or ability.
Work itself. To achieve or result in a favorable or acceptable outcome in a natural way
without much external effort or intervention.
Responsibility. The state or fact of having a duty to deal with something or of having
control over someone. Refers to the degree to which your employees understand their
roles and how their specific job duties contribute to the success of the company or
institutions.
Advancement. It is the promotion of a person in rank or status. Progression to a higher
stage of development.
Possibility of growth. The act or process in a manner of growth, development, gradual
increase.
Institution policy or administration. A plan or course of action, developed by an
institution to guide actions.
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Personal or working relationship. The relationship within the organization that is bound
by the policies, procedures, and agreed ways of working.
Working conditions. The circumstances such as working hours, stress, degree of safety,
or danger that affect the workplace.
Salary. A fixed regular payment typically paid on a monthly or biweekly basis but often
as an annual sum, made by an employer to an employee, especially a professional or
white-collar worker.
Personal life. The course of an individual’s life is viewed as the sum of personal choices
contributing to one’s identity. Personal relationships, interests, and activities as distinct
from their public or professional life.
Feeling job security. Assured continuity of one’s job. The secure feeling an employee
has about the future of their gainful employment; high job security means that the
individual feels their risks of unemployment are minimal.
Job effort and performances. Assesses whether the person performs a job well. It is an
outcome of how much that employee wants a reward. An output delivered by an
individual concerning their given role during a particular period under set of
circumstances operating at that point of time.
Attendance. Being present in on the organizations.
Retention. It is the regular attendance over time.
Employee commitment to the organization. The level of enthusiasm an employee has
towards his/her tasks assigned at the workplace. It is the feeling of responsibility that a
person has towards the goals, mission, and vision of the organization he/she associated
with.
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Job satisfaction. The extent to which the employee feels self-motivated, content, and
satisfied with his/her job. It happens when an employee feels he or she is having job
stability, career growth, and comfortable work-life balance.
CHAPTER II
RESEARCH METHODOLOGY
This chapter discusses research design, (insert all the parts of chapter here
after the comma in research design) as deployed in the study.
Research Design
In this research, the descriptive-correlational research design was adopted.

Descriptive research design is concerned with defining “who”, “where”, “when”, “how”
and “what” of the decision problem with narration of facts characteristics of individuals,
group or situation that the research is investigating (Kothari 2008; Easwaran & Singh,
2008). Furthermore, this study adopted a descriptive research design, which according
to Cooper and Schindler (2003) involves surveying people and recording their responses
for analysis. The researchers also used correlational research design to make an effort
to understand the nature of the relationship between the independent variables and
dependent variables. This design describes the factors influencing the performance of
St. Anthony’s College employees.
Sampling Design
The sampling design used in this study was purposive sampling. Purposive
sampling is one of the most cost-effective and time-effective sampling methods
available. It also focuses on particular characteristics of a population that are of interest,

which will best enable to answer the research questions of the study. The researchers
had come up to fifty (50) respondents of the teaching and non-teaching
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employees of St. Anthony’s College. The selected respondents represented the total
population of the employees of St. Anthony’s College.
Research Locale
The study was conducted through online survey due to pandemics and health
protocols of the government.
Research Instrument
In this study, the researcher designed a survey questionnaire that was used to
gather the data needed from employees of St. Anthony’s College. The questionnaire
focuses on two parts. The first part was the respondents’ profiles. Second part was the
factors that influence the performance of employees. The questionnaire contains a
closed-ended type of questions and uses a 5-point Likert Scale. This Likert scale offers 5
– Strongly Agree (Highest), 4 – Agree, 3 – Neither Agree nor Disagree, 2 – Disagree, 1 –
Strongly Disagree (Lowest) as options to the questions regarding the factors that
influence the performance of St. Anthony’s College employees.
Data Gathering Procedure
Before gathering data, the researchers asked permission from the employees of
St. Anthony’s College who had been selected to participate in the study. After
permission has been agreed, the researchers sent the link of the Google form of the
survey questionnaire together with the consent letter to the respondents. The survey
questionnaires given to respondents were monitored every day.
The responded questionnaires were tallied, analyzed, and interpreted by the

researchers.
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Data Analysis Procedure
After retrieval of the rating sheets, the responses were collated and statistically
treated to be able to yield scientific results.
From the rating sheets data were gathered to determine the factors that
influence the performance of St. Anthony’s College employees. The data were
interpreted in Table I as:
Table 1: Rating Scale

Arbitrary Scale Description
1.00 - 1.80 Strongly Disagree
1.81 - 2.60 Disagree
2.61 - 3.40 Neither Agree nor Disagree
3.41 - 4.20 Agree
4.21 - 5.00 Strongly Agree
The collated data were statistically treated using Microsoft Excel by the
statistician of the researchers.
Statistical Treatment
Respondent’s profile was statistically analyzed as well as their responses to

the questionnaire with the use of descriptive statistics such as frequency count,
mean and percentage.
To know if there was a correlation between independent and dependent

variables Chi-square statistical tool with a 0.05 level of significance was used.
CHAPTER III
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter presents, interprets and analyzes data gather to answer the
following research questions:
a. Aaa
b. A
c. a
Demographic Profile of Respondents

Discuss here…
The respondents of the study was comprised of 24 and 26 male and female employees
of St. Anthony’s College. Table 1.1 shows the gender of respondents.
Table 1.1 Gender of Respondents
GENDER FREQUENCY PERCENT
Male 24 48
Female 26 52
Total 50 100
Table 1.1 shows that 52% of the respondents were female and 48% were male.
These results suggest that the St. Anthony’s College employees were dominated by
women.
Table 1.2 Age of Respondents

AGE (YEARS) FREQUENCY PERCENT
21 – 25 17 34
26 – 35 18 36
36 – 45 8 16

46 and above 7 14
Total 50 100
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Table 1.2 indicates that 36% of respondents were 26 – 35 years’ age category,
34% in 21 – 25 years old, 16% were 36 – 45 years old and 14% were in 46 and above
years’ age category. The results suggest that most of the employees working at St.
Anthony’s College were ages 26 – 35.
Table 1.3 Respondents’ years in service

NUMBER OF YEARS IN SERVICE FREQUENCY PERCENT
Less than 1 year 2 4
1 – 3 years 24 48
4 – 6 years 9 18
Above 6 years 15 30
Total 50 100
Table 1.3 shows that 48% of respondents were in 1 – 3 years in service, 30%
were above 6 years, 18% respondents were in service for 4 – 6 years and 4% were less
than 1 year. The results suggest that 48% of employees have sustained 1 to 3 years of
service at St. Anthony’s College.
Table 1.4 Respondents’ Area

AREA FREQUENCY PERCENT
Teaching 34 68
Non-Teaching 16 32
Total 50 100
Table 1.4 shows that 68% of the respondents were teaching and 32% were non-
teaching employees. These results confirm that the majority employees working at St.
Anthony’s College were teaching employees.
24

Table 2. The gathered data were describe using the Likert Scale
OPTION CODE POSITIVE NEGATIVE

STATEMENT POINT STATEMENT POINT
Strongly Agree SA 5 1
Agree A 4 2
Neither Agree nor N 3 3
Disagree
Disagree D 2 4
Strongly Disagree SD 1 5
Motivation Factors
Table 3. Motivation Factors that influence the performance of employees in terms of

achievement, recognition, work itself, responsibility, advancement, and possibility of growth
MOTIVATION FACTORS SA A N D SD
FREQUENCY MEAN
A. ACHIEVEMENT 25 23 2 0 0 4.46
1. I always complete a task or project before the
deadline.
2. I received high reviews on the result of the job 13 28 9 0 0 4.08
well done.
3. I received awards for excellent performance. 6 33 7 4 0 3.82
4. I haven’t been complimented by my supervisor 8 14 14 9 5 2.78
or co-workers.
5. I have been promoted based on performance. 9 27 11 3 0 3.84
B. RECOGNITION 19 19 9 3 0 4.08
1. I received the acknowledgement I deserve for
a job well done.
2. I received plaque or certificate as a recognition 11 24 9 6 0 3.8
for my service to the school.
3. I received cash or gift from my colleagues. 9 15 13 8 5 3.3
4. I received cash or gift from the organization. 14 20 10 4 2 3.8
5. I am not satisfied with my 4 14 12 8 12 3.2
department's current recognition program.
C. WORK ITSELF 1 20 15 14 0 2.84
1. My work is too challenging.
25

2. My work is interesting and fun. 20 21 7 2 0 4.18
3. I perform my work well with minimal time. 8 28 10 3 1 3.78
4. I always plan and manage my work. 21 21 7 1 0 4.24
5. I don’t find enjoyment in the work I do. 2 11 9 15 13 3.52
D. RESPONSIBILITY 8 28 10 1 3 3.74
1. I have a degree of freedom in making my own
decisions.
2. I have a degree of freedom in implementing 9 29 7 3 2 3.8
my ideas affecting my job.
3. I am responsible enough to do my work with 19 27 4 0 0 4.3
or without minimal supervision.
4. I keep in mind the results that I have to 18 27 5 0 0 4.26
achieve in my work.
5. I do less than what is expected of me. 5 14 7 18 6 3.12
E. ADVANCEMENT 10 26 10 4 0 3.84
1. The organization expectedly promotes
employees.
2. The organization unexpectedly promotes 6 16 17 6 5 3.24
employees.
3. I grasped opportunities when they presented 8 27 13 2 0 3.82
themselves.
4. I don’t know how to set the right priorities. 1 9 11 18 11 3.58
5. I do my best at work expecting for a career 16 25 8 1 0 4.12
advancement.
F. POSSIBILITY OF GROWTH 28 20 1 1 0 4.5
1. I actively look for ways to improve my
performance at work.
2. I am eager to learn new skills or trades. 29 18 2 1 0 4.5
3. I keep looking for new challenges in my job. 19 23 6 2 0 4.18
4. I am willing to take steps to advance my 24 19 3 4 0 4.26
career.
5. The school does not provide training and 3 5 16 7 19 3.68
career path seminars for growth.
As shown in the Table 3 Motivation factors that influence the performance of

employees in terms of achievement were employees always complete a task or project
before the deadline (M = 4.46) and they received high reviews on the result of the job
26

well done (M = 4.08). In terms of recognition was employees received the
acknowledgement they deserve for a job well done (M = 4.08). In terms of work itself
were employees always plan and manage their work (M = 4.24) and their work is
interesting and fun (M = 4.18). In terms of responsibility where employees are
responsible enough to do their work with or without minimal supervision (M = 4.3) and
they keep in mind the results that they have to achieve in their work (M = 4.26). In
terms of advancement was employees do their best at work expecting a career
advancement (M = 4.12). In terms of possibility of growth where employees actively
look for ways to improve their performance at work (M = 4.5), they are eager to learn
new skills or trades (M = 4.5), employees are willing to take steps to advance their
career (M = 4.26) and they keep looking for new challenges in their job (M = 4.18).
Table 4. Hygiene Factors that influence the performance of employees in terms of institution
policy or administration, personal or working relationships, working conditions, salary,
personal life, and feeling a job security
HYGIENE FACTORS SA A N D SD
FREQUENCY MEAN
A. INSTITUTION POLICY OR 20 22 6 2 0 4.2
ADMINISTRATION
1. The policies in place are good and fair.
2. The policies in place are bad and not 5 7 15 11 12 3.36
fair.
27

3. I am familiar with our policies here at 21 24 4 1 0 4.3
St. Anthony’s College.
4. St. Anthony’s College rules make it 20 22 7 1 0 4.22
easy for me to do a good job.
5. Policies and rules within the 16 27 4 2 1 4.1
organization are helpful and beneficial
to maintain positive environment.
B. PERSONAL OR WORKING RELATIONSHIPS 23 23 2 1 1 4.32
1. I have a good relationship with my
peers and subordinates.
2. I have a good relationship with my 22 19 5 4 0 4.18
supervisor.
3. I speak with my colleagues about the 17 16 11 3 3 3.82
negative aspects of my work.
4. Collaboration or team work is 22 22 4 1 1 4.26
productive and healthy.
5. I focus on the negative aspects of a 5 8 8 13 16 3.54
work situation, instead on the positive
aspects.
C. WORKING CONDITIONS 6 29 9 4 2 3.66
1. The facilities in my work place are
complete and safe.
2. The location of my work place is 16 21 8 4 1 3.94
accessible and convenient.
3. My job here is well-organized and 17 28 4 1 0 4.22
well-coordinated.
4. The management does not inform us 3 16 12 10 9 3.12
about the things we need to know.
5. The management of this school is 14 21 10 3 2 3.84
supportive.
D. SALARY 8 18 14 10 0 3.48
1. There is an increase of wage or salary
within the organization.
2. I receive a minimum wage or salary 7 32 7 3 1 4.06
within the organization.
3. Salary payments are prompt and on 17 23 8 2 0 4.1
time.
4. It is impossible to get advance 12 16 11 9 2 2.46
payment in case I have a financial
problem.
28

5. The organization provides salary 15 26 6 2 1 4.04
benefits to employees.
E. PERSONAL LIFE 24 23 2 1 0 4.4
1. I set goals and priorities between work
and personal life.
2. I utilize flexible scheduling. 21 22 7 0 0 4.28
3. The school does not promote 5 13 5 16 11 3.3
opportunities for health and wellness.
4. The school provides a family-friendly 17 25 6 2 0 4.14
policies and services.
5. I separate main issues from personal 22 22 3 2 1 4.24
issues at work.
F. FEELING A JOB SECURITY 6 6 14 15 9 3.3
1. I don’t feel valued in the organization.
2. SAC is a good place for training and 17 26 7 0 0 4.2
personal development.
3. SAC is a better place to work than any 12 27 10 1 0 4
other organization.
4. My department provides all the 11 27 9 3 0 3.92
equipment, supplies, and resources
necessary for me to perform my
duties.
5. The buildings, grounds, and layout of 10 30 6 4 0 3.92
St. Anthony’s College are adequate for
me to perform my work duties.
As shown in the Table 4 Hygiene Factors that influence the performance of
employees in terms of institution policy or administration were employees are familiar
with the policies at St. Anthony’s College (M = 4.3), St. Anthony’s College rules make it
easy for them to do a good job (M = 4.22), the policies in place are good and fair for
employees (M = 4.2) and policies and rules within the organization are helpful and
beneficial to maintain positive environment (M = 4.1). In terms of personal or working
relationships where employees have a good relationship with their peers and
subordinates (M = 4.32), employees’ collaboration or team work is productive and
healthy (M = 4.26) and they have a good relationship with their supervisor (M = 4.18). In
terms of working conditions was employee’s job was well-organized and well-
29

coordinated (M = 4.22). In terms of salary where employees received a minimum wage
or salary within the organization (M = 4.06), the organization provides salary benefits to
employees (M = 4.04) and the salary payments are prompt and on time (M = 4.1). In
terms of personal life were employees set goals and priorities between work and
personal life (M = 4.4), they utilize flexible scheduling (M = 4.28), employees separate
main issues from personal issues at work (M = 4.24), and the school provides a family-
friendly policies and services for employees (M = 4.14). Lastly, in terms of feeling a job
security were SAC is a good place for training and personal development for employees
(M = 4.2) and SAC is a better place to work than any other organization (M = 4).
Table 5. The extent of Hygiene and Motivation Factors to Employee Performance in terms of
job effort and performance, attendance and retention, employee commitment to the
organization and job satisfaction
EMPLOYEE PERFORMANCE SA A N D SD
FREQUENCY MEAN
A. JOB EFFORT AND PERFORMANCE 7 17 13 11 2 3.32
1. With the current motivational practices
at my working place, my performance
has reduced.
2. Because of my peers and subordinates, I 9 34 3 4 0 3.96
am eager to work.
3. I am paid enough that I do my job well. 10 24 12 3 1 3.78
4. When given a task, I always give my best. 22 22 6 0 0 4.32
5. I organize and perform work in a timely, 21 28 1 0 0 4.4
professional manner.
B. ATTENDANCE AND RETENTION 9 36 4 1 0 4.06
30

1. Valued employees increase their
attendance and retention to the
organization.
2. I always report to work late. 3 11 8 14 14 1.82
3. I stay in the organization because of the 3 21 20 6 0 3.42
competitive compensation.
4. I retain on my job because of the healthy 18 23 4 5 0 4.08
work environment.
5. I have a healthy relationship with my 16 25 6 3 0 4.08
peers and subordinates which makes me
stay in the institution.
C. EMPLOYEE COMMITMENT TO THE 13 30 6 1 0 4.1
ORGANIZATION
1. With the help of management, I am
determined to work.
2. When my performance has been 21 19 7 3 0 4.16
recognized, my commitment increases.
3. I always perform my best because of 6 22 15 7 0 3.54
rewards and advancement.
4. When employees feel like they fit in well 15 30 2 3 0 4.14
with an organization, they feel a bond
and commitment to their organization.
5. I don’t have a strong desire to maintain 5 6 14 17 8 3.34
membership to the organization.
D. JOB SATISFACTION 5 8 12 13 12 3.38
1. I am not satisfied with my career growth
and comfortable work life balance.
2. Employees with a good salary, 19 17 11 3 0 4.04
incentives, bonuses, healthcare options
are happier with their job.
3. Constantly having new opportunities 12 33 3 2 0 4.04
enhances job satisfaction.
4. Employees appreciate and feel 27 16 5 2 0 4.36
motivated if they are respected at their
workplace.
5. Having an assurance to the organization 24 19 5 2 0 4.3
enhances my job satisfaction.
31

As shown in the Table 5 The extent of Hygiene and Motivation Factors to
Employee Performance in terms of job effort and performance were employees
organize and perform work in a timely, professional manner (M = 4.4) and employees
always give their best when given a task (M = 4.32). In terms of attendance and
retention were employees retain on their job because of the healthy work environment
(M = 4.08), they have a healthy relationship with their peers and subordinates which
makes them stay in the institution (M = 4.08) and when valued, their attendance and
retention to the organization increases (M = 4.06). In terms of employee commitment to
the organization were when their performance had been recognized, their commitment
increases (M = 4.16), when they feel like they fit in well with an organization, they feel a
bond and commitment to their organization (M = 4.14) and with the help of
management, they are determined to work (M = 4.1). In terms of job satisfaction were
employees appreciate and feel motivated if they are respected at their workplace (M =
4.36), having an assurance to the organization enhances their job satisfaction (M = 4.3),
employees with a good salary, incentives, bonuses, healthcare options are happier with
their job (M = 4.04) and constantly having new opportunities enhances their job
satisfaction (M = 4.04).
32
Table 6. Significant relationship among motivation factors in terms of achievement,

recognition, work itself, responsibility, advancement, and possibility of growth
MOTIVATION FACTORS N PROBABILITY LEVEL OF DECISION

VALUE SIGNIFICANCE
1. Achievement 50 0.00 0.05 Reject the null
hypothesis
2. Recognition 50 0.02 0.05 Reject the null
hypothesis
3. Work itself 50 0.00 0.05 Reject the null
hypothesis
4. Responsibility 50 0.00 0.05 Reject the null
hypothesis
5. Advancement 50 0.00 0.05 Reject the null
hypothesis
6. Possibility of Growth 50 0.00 0.05 Reject the null
hypothesis
33

As shown in the Table 6 the probability values of 0.00, 0.02, 0.00, 0.00, 0.00 and
0.00 were less than the 0.05 alpha level of significance so, the null hypotheses were
rejected. There were significant relationships among motivation factors in terms of
achievement, recognition, work itself, responsibility, advancement, and possibility of
growth. Therefore, achievement, recognition, work itself, responsibility, advancement,
and possibility of growth influences motivation.
Table 7. Significant relationship among Hygiene Factors in terms of institution policy or

administration, personal or working relationship, working conditions, salary, personal life and
feeling a job security
HYGIENE FACTORS N PROBABILITY LEVEL OF DECISION

VALUE SIGNIFICANCE
1. Institution Policy or 50 0.00 0.05 Reject the null
Administration hypothesis
2. Personal or Working 50 0.00 0.05 Reject the null
Relationship hypothesis
3. Working Conditions 50 0.00 0.05 Reject the null
hypothesis
4. Salary 50 0.1 0.05 Accept the null
hypothesis
5. Personal Life 50 0.00 0.05 Reject the null
hypothesis
6. Feeling a Job Security 50 0.00 0.05 Reject the null
hypothesis
34

As shown in the Table 7 the probability values of 0.00, 0.00, 0.00, 0.00 and 0.00
were less than the 0.05 alpha level of significance so, the null hypotheses were rejected.
There were significant relationships among hygiene factors in terms of institution policy
or administration, personal or working relationship, working conditions, personal life,
and feeling a job security. Therefore, institution policy or administration, personal or
working relationship, working conditions, personal life, and feeling a job security
influences hygiene. However, the probability value of 0.1 was greater than the 0.05
alpha level of significance so, the null hypothesis was accepted. There was no significant
relationship among hygiene factors in terms of salary. Therefore, salary does not
influence hygiene.
Table 8. Significant relationship among performance in terms of job effort and performance,
attendance and retention, employee commitment to the organization and job satisfaction
EMPLOYEE PERFORMANCE N PROBABILITY LEVEL OF DECISION

VALUE SIGNIFICANCE
1. Job effort and 50 0.00 0.05 Reject the null
Performance hypothesis
2. Attendance and 50 0.00 0.05 Reject the null
Retention hypothesis
3. Employee 50 0.00 0.05 Reject the null
commitment to the hypothesis
organization
4. Job satisfaction 50 0.00 0.05 Reject the null
hypothesis
As shown in the Table 8 the probability values of 0.00, 0.00, 0.00 and 0.00 were
less than the 0.05 alpha level of significance so, the null hypotheses were rejected.
There were significant relationships among employee performance in terms of job effort
35

and performance, attendance and retention, employee commitment to the
organization, and job satisfaction. Therefore, job effort and performance, attendance
and retention, employee commitment to the organization, and job satisfaction
influences performance.
CHAPTER IV
CONCLUSIONS AND RECOMMENDATIONS
This chapter discusses the ………….
Summary of Problems and Hypotheses
The study aims to find out the factors influencing the performance of St.
Anthony’s College employees. Specifically, the study seeks to answer the following
question: (1) What motivation factors influence the performance of employees in
terms of: Achievement, Recognition, Work Itself, Responsibility, Advancement, and
Possibility of Growth. (2) What hygiene factors influence the performance of
employees in terms of: Institution Policy or Administration, Personal or Working
Relationships, Working Conditions, Salary, Personal Life, and Feeling a Job Security.
(3) What is the extent of motivation and hygiene factors to the performance of
employees in terms of: Job effort and performance, Attendance and retention,
Employee commitment to the organization, and Job satisfaction. (4) Is there a
significant relationship among motivation factors, hygiene factors, and employee
performance?
37

Summary of Findings
The findings of the study are as follows:
1. Motivation factors that influence the performance of employees in terms of

achievement were employees always complete a task or project before the
deadline and they received high reviews on the result of the job well done. In
terms of recognition was employees received the acknowledgement they
deserve for a job well done. In terms of work itself were employees always plan
and manage their work and their work is interesting and fun. In terms of
responsibility where employees are responsible enough to do their work with or
without minimal supervision and they keep in mind the results that they have to
achieve in their work. In terms of advancement was employees do their best at
work expecting for a career advancement. In terms of possibility of growth
where employees actively look for ways to improve their performance at work,
they are eager to learn new skills or trades, employees are willing to take steps
to advance their career and they keep looking for new challenges in their job.
2. Hygiene Factors that influence the performance of employees in terms of

institution policy or administration were employees are familiar with the policies
at St. Anthony’s College, St. Anthony’s College rules make it easy for them to do
a good job, the policies in place are good and fair for employees and policies and
rules within the organization are helpful and beneficial to maintain positive
environment. In terms of personal or working relationships where employees
have a good relationship with their peers and subordinates, employees’
collaboration or team work is productive and healthy and they have a good
38

relationship with their supervisor. In terms of working conditions was
employee’s job was well-organized and well-coordinated. In terms of salary
where employees received a minimum wage or salary within the organization,
the organization provides salary benefits to employees and the salary payments
are prompt and on time. In terms of personal life were employees set goals and
priorities between work and personal life, they utilize flexible scheduling,
employees separate main issues from personal issues at work, and the school
provides a family-friendly policies and services for employees. Lastly, in terms of
feeling a job security were SAC is a good place for training and personal
development for employees and SAC is a better place to work than any other
organization.
3. The extent of Hygiene and Motivation Factors to Employee Performance in terms

of job effort and performance were employees organize and perform work in a
timely, professional manner and employees always give their best when given a
task. In terms of attendance and retention were employees retain on their job
because of the healthy work environment, they have a healthy relationship with
their peers and subordinates which makes them stay in the institution, and when
valued, their attendance and retention to the organization increases. In terms of
employee commitment to the organization were when their performance had
been recognized, their commitment increases, when they feel like they fit in well
with an organization, they feel a bond and commitment to their organization and
with the help of management, they are determined to work. In terms of job
satisfaction were employees appreciate and feel motivated if they are respected
at their workplace, having an assurance to the organization enhances their job
39

satisfaction, employees with a good salary, incentives, bonuses, healthcare
options are happier with their job and constantly having new opportunities
enhances their job satisfaction.
4. There is a significant relationship among motivation factors in terms of

achievement, recognition, work itself, responsibility, advancement, and
possibility of growth.
5. There is a significant relationship among hygiene factors in terms of institution

policy or administration, personal or working relationship, working conditions,
personal life, and feeling a job security. However, there is no significant
relationship among hygiene factors in terms of salary.
6. There is a significant relationship among employee performance in terms of job

effort and performance, attendance and retention, employee commitment to
the organization, and job satisfaction.
Recommendations
This study, therefore, recommends that the St. Anthony’s College must increase
the salary structure of the employees every year if possible. The school must pay
attention to the salary structure of the employees for them to monitor and address the
status of their employees regarding their salary. Furthermore, salary increase will help
the employees be more motivated at work.
40

Proposed Reward System
This study proposed a reward system to St. Anthony’s College employees to

reward their performance and motivate them more. Employees should be recognized
for their efforts in the school like giving certificate as employee of the month, listing
employee accomplishments in the school newsletter and giving handwritten notes from
the head. In addition, employees should receive a monthly or yearly time off from the
school. Time off can be considered as offering employees an extra week of paid vacation
or one half-day off every month who reach their third service anniversary or employees
that exhibit good attendance each quarter. Furthermore, employees should be
promoted for their good performance or long term service.
Program
Evaluation
Monitoring
Activities
Objective
Person’s Involved
Implementation
Salary
Increase
41
REFERENCES
Ekundayo, O. A., & Babalola, J. A. (2018). The Impact of Motivation on Employee

Performance in Selected Insurance Companies in Nigeria.
https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1087&context=ijad
Herzberg, F. (1966). Work and Nature of Man, Word Publishing Company, Cleveland.
James, L. (2012). What is Organizational Performance? Job Satisfaction. European

Journal of Business and Management. 5 (24). p. 38-39.
42
Koontz, H. (1990). Essentials of management. New York, NY: The Free Press.
Kothari, C.R (2008). Research Methodology, Methods and Techniques, New Age Inter
National Publication, New Delhi.
Maslow, A.H. (1943). A Theory of Human Motivation. Psychological Review, Harper and
Row Publisher, New York, USA.
Mathauer, I., Imhoff, I. (2006). Health worker motivation in Africa: the role of
nonfinancial incentives and human resource management tools. Human Resource for
Health, p 4:24.
McShane, S.L & Von Glinow, M.A (2000). Organizational behavior, McGraw Hill: Irwin.
Orasa, G. J. (2014). Effect of Motivation Factors on Employees’ Job Performance in

Public Primary Healthcare Facilities: A Case of Ilemela District, Mwanza City.
https://core.ac.uk/download/pdf/33425347.pdf
Patel, C., 2013. The complete guide to stress management. Springer.
Pathirage, C.P., and Amaratunga, R.D.G., Haigh, R. (2004). Knowledge Management and
Organizational Performance: A Literature Review.
Sarker, M. F. (2016). The Impact of Motivation on the Performance of Employees.

https://www.grin.com/document/376007
43
Sonnentag, S., Volmer, J., and Spychala, A. (2008) Job performance.
Srivastava, R. (2016, November 27). Impact of employee motivation on job

performance. https://www.peoplematters.in/article/performance-
management/impact-of-employee-motivation-on-job-performance-14553
Wijesundera, L. K. (2018, January). A study on the impact of motivation on employee

performance: An exploratory case study on a Dubai based semi-government
Commercial bank.
https://repository.cardiffmet.ac.uk/bitstream/handle/10369/9664/20131365%20Lathik
a%20Krishan%20Wijesundera%20Mudiyanselage.pdf?sequence=1&isAllowed=y
APPENDICES
TIMEFRAME AND COST
ACTIVITIES SCHEDULE COST

Choosing of research topic February 5, 2021 -
Formulation of research title February 5, 2021 -
Revising of Research Title February 6, 2021 -
Finalization of Research Title February 6, 2021 -
Reading literature February 11, 2021 -
Writing of Review of Related Literature February 11, 2021 -
Identifying and Defining a Problem February 7, 2021 -
44

Writing of Research Rationale February 7-11, 2021 -
Formulating the conceptual framework February 12, 2021 -
Formulation of the Statement of the Problem February 13, 2021 -
Formulation of Hypothesis February 12, 2021 -
Writing Definition of Terms, Scope and February 11, 2021 -
Limitations and Significance of the study
Writing of Chapter 1 February 17-28, 2021 -
Presentation of Chapter 1 March 9, 2021 -
Revision of Chapter 1 March 10-12, 2021 -
Drafting Research strategy and Method March 12-21, 2021 -
(Chapter 2)
Developing the Research Instrument March 12-21, 2021 -
Writing of Chapter 2 March 22-29, 2021 -
Developing of Research Questionnaire March 26-29, 2021 -
Writing of Research Proposal April 5-17, 2021 -
Writing of Survey Questionnaire May 3-10, 2021 -
Validation of Instrument May 10-21, 2021 -
Data Gathering May 25 – June 15, 2021 -
Writing of Interpretation and Analysis of Data June 17 – 26, 2021 -
Writing of Conclusions and Recommendations June 17 – 26, 2021 -
Statistician June 17 – 26, 2021 500.00
Grammarian 500.00
TOTAL 1000.00
45
SURVEY QUESTIONNAIRE
PART I: RESPONDENT PROFILE
Name: (Optional)
Sex:
 Male
 Female
46
Age: (Years)
 21 – 25
 26 – 35
 36 – 45
 46 and above
Number of years in service:

 Less than 1 year
 1 – 3 years
 4 – 6 years
 Above 6 years
Area:
 Teaching
 Non-Teaching
PART II: MOTIVATION FACTORS, HYGIENE FACTORS AND EMPLOYEE PERFORMANCE

Rate your level of agreement on the following motivation factors that influence your
performance at St. Anthony’s College. 5 – Strongly Agree (Highest), 4 – Agree, 3 –
Neither Agree nor Disagree, 2 – Disagree, 1 – Strongly Disagree (Lowest).
MOTIVATION FACTORS Strongly Agree Neither Disagree Strongly

Agree Agree Disagree
nor
Disagree
47

A. ACHIEVEMENT
1. I always complete a task
or project before the
deadline.
2. I received high reviews
on the result of the job
well done.
3. I received awards for
excellent performance.
4. I haven’t been
complimented by my
supervisor or co-
workers.
5. I have been promoted
based on performance.
B. RECOGNITION
1. I received the
acknowledgement I
deserve for a job well
done.
2. I received a plaque or
certificate as a
recognition for my
service to the school.
3. I received cash or gift
from my colleagues.
4. I received cash or gift
from the organization.
5. I am not
satisfied with my
department's current rec
ognition program.
C. WORK ITSELF
1. My work is too
challenging.
2. My work is interesting
and fun.
48

3. I perform my work well
with minimal time.
4. I always plan and
manage my work.
5. I don’t find enjoyment in
the work I do.
D. RESPONSIBILITY
1. I have a degree of
freedom in making my
own decisions.
2. I have a degree of
freedom in
implementing my ideas
affecting my job.
3. I am responsible enough
to do my work with or
without minimal
supervision.
4. I keep in mind the results
that I have to achieve in
my work.
5. I do less than what is
expected of me.
E. ADVANCEMENT
1. The organization
expectedly promotes
employees.
2. The organization
unexpectedly promotes
employees.
3. I grasped opportunities
when they presented
themselves.
4. I don’t know how to set
the right priorities.
5. I do my best at work
expecting a career
49

advancement.
F. POSSIBILITY OF GROWTH
1. I actively look for ways to
improve my
performance at work.
2. I am eager to learn new
skills or trades.
3. I keep looking for new
challenges in my job.
4. I am willing to take steps
to advance my career.
5. The school does not
provide training and
career path seminars for
growth.
Rate your level of agreement on the following hygiene factors that influence your
performance at St. Anthony’s College. 5 – Strongly Agree (Highest), 4 – Agree, 3 –
Neither Agree nor Disagree, 2 – Disagree, 1 – Strongly Disagree (Lowest).
HYGIENE FACTORS Strongly Agree Neither Disagree Strongly

nor
Disagree
A. INSTITUTION POLICY OR
ADMINISTRATION
1. The policies in place are
good and fair.
2. The policies in place are
bad and not fair.
3. I am familiar with our
policies here at St.
Anthony’s College.
4. St. Anthony’s College
rules make it easy for
50

me to do a good job.
5. Policies and rules within
the organization are
helpful and beneficial to
maintain positive
environment.
B. PERSONAL OR WORKING
RELATIONSHIPS
1. I have a good
relationship with my
peers and subordinates.
2. I have a good
supervisor.
3. I speak with my
colleagues about the
negative aspects of my
work.
4. Collaboration or team
work is productive and
healthy.
5. I focus on the negative
aspects of a work
situation, instead on the
positive aspects.
C. WORKING CONDITIONS
1. The facilities in my work
place are complete and
safe.
2. The location of my work
place is accessible and
convenient.
3. My job here is well-
organized and well-
coordinated.
4. The management does
not inform us about the
51

things we need to
know.
5. The management of this
school is supportive.
D. SALARY
1. There is an increase in
wage or salary within
the organization.
2. I receive a minimum
wage or salary within
the organization.
3. Salary payments are
prompt and on time.
4. It is impossible to get
advance payment in
case I have a financial
problem.
5. The organization
provides salary benefits
to employees.
E. PERSONAL LIFE
1. I set goals and priorities
between work and
personal life.
2. I utilize flexible
scheduling.
3. The school does not
promote opportunities
for health and wellness.
4. The school provides a
family-friendly policies
and services.
5. I separate main issues
from personal issues at
work.
F. FEELING A JOB SECURITY
1. I don’t feel valued in the
52

organization.
2. SAC is a good place for
training and personal
development.
3. SAC is a better place to
work than any other
organization.
4. My department
provides all the
equipment, supplies,
and resources necessary
for me to perform my
duties.
5. The buildings, grounds,
and layout of St.
Anthony’s College are
adequate for me to
perform my work
duties.
Rate your level of agreement on each statement. 5 – Strongly Agree (Highest), 4 –

Agree, 3 – Neither Agree nor Disagree, 2 – Disagree, 1 – Strongly Disagree (Lowest).
EMPLOYEE PERFORMANCE Strongly Agree Neither Disagree Strongly

nor
Disagree
A. JOB EFFORT AND
PERFORMANCE
1. With the current
motivational practices
at my working place, my
performance has
reduced.
2. Because of my peers
53

and subordinates, I am
eager to work.
3. I am paid enough that I
do my job well.
4. When given a task, I
always give my best.
5. I organize and perform
work in a timely,
professional manner.
B. ATTENDANCE AND
RETENTION
1. Valued employees
increase their
attendance and
retention to the
organization.
2. I always report to work
late.
3. I stay on the
organization because of
the competitive
compensation.
4. I retain on my job
because of the healthy
work environment.
5. I have a healthy
peers and subordinates
which makes me stay in
the institution.
C. EMPLOYEE COMMITMENT
TO THE ORGANIZATION
1. With the help of
management, I am
determined to work.
2. When my performance
has been recognized,
54

my commitment
increases.
3. I always perform my
best because of rewards
and advancement.
4. When employees feel
like they fit in well with
an organization, they
feel a bond and
commitment to their
organization.
5. I don’t have a strong
desire to maintain
membership to the
organization.
D. JOB SATISFACTION
1. I am not satisfied with
my career growth and
comfortable work life
balance.
2. Employees with a good
salary, incentives,
bonuses, healthcare
options are happier
with their job.
3. Constantly having new
opportunities enhances
job satisfaction.
4. Employees appreciate
and feel motivated if
they are respected at
their workplace.
5. Having an assurance to
the organization
enhances my job
satisfaction.
55
CONSENT LETTER
Dear Respondents:
We, the researchers are BSBA Financial and Marketing Management students of St.
Anthony’s College who are enrolled in BA 206 Business Research. Presently, we are
conducting a study entitled “Factors Influencing the Performance of St. Anthony’s
College Employees: A Basis in Adapting a Reward System Measures”.
In connection to this, we are asking for your time and effort to answer all the questions
in the questionnaire that are important and helpful for the completion of the study. Rest
56

assured that all data gathered from you will be kept in the highest level of
confidentiality.
Your positive response in this request will be valuable contribution for the success of the
study and will be highly appreciated.
Thank you very much for your cooperation.
Respectfully Yours,
Mary Grace E. Aguirre Frances Ingrid D. Garita
Roseanne M. Flores Kenberlie F. Maisog
SUMMARY OF COMPUTATIONS
Σ= Row Total X Column Total Decision = P-value < 0.05

Grand Total
Motivation Factors:
A. ACHIEVEMEN SA A N D SD TOTAL
T
1. 25 23 2 0 0 50
2. 13 28 9 0 0 50
3. 6 33 7 4 0 50
4. 8 14 14 9 5 50
5. 9 27 11 3 0 50
57

TOTAL 61 125 48 16 5 250
OBSERVED FREQUENCY EXPECTED FREQUENCY

(O) (E)
25 12.2
13 12.2
6 12.2
8 12.2
9 12.2
23 25
28 25
33 25
14 25
27 25
2 8.6
9 8.6
7 8.6
14 8.6
11 8.6
4 3.2
9 3.2
3 3.2
5 1
P-value 1.20937E-06
B. RECOGNITIO SA A N D SD TOTAL
N
1. 19 19 9 3 0 50
2. 11 24 9 6 0 50
3. 9 15 13 8 0 50
4. 14 20 10 4 5 50
5. 4 14 12 8 2 50
TOTAL 57 92 53 29 12 250
58

(O) (E)
19 11.4
11 11.4
9 11.4
14 11.4
4 11.4
19 18.4
24 18.4
15 18.4
20 18.4
14 18.4
9 10.6
9 10.6
13 10.6
10 10.6
12 10.6
3 5.8
6 5.8
8 5.8
4 5.8
8 5.8
5 3.8
2 3.8
12 3.8
P-value 0.023742
C. WOR SA A N D SD TOTAL
K
59

ITSELF
1. 1 20 15 14 0 50
2. 20 21 7 2 0 50
3. 8 28 10 3 1 50
4. 21 21 7 1 0 50
5. 2 11 9 15 13 50
TOTAL 52 101 48 35 14 250

(O) (E)
1 10.4
20 10.4
8 10.4
21 10.4
2 10.4
20 20.2
21 20..2
28 20.2
21 20.2
11 20.2
15 9.6
7 9.6
10 9.6
7 9.6
9 9.6
14 7
2 7
3 7
1 7
15 7
1 2.8
60

13 2.8
P-value 3.59101E-14
D. RESPONSIBILIT SA A N D SD TOTAL
Y
1. 8 28 28 1 3 50
2. 9 29 29 3 2 50
3. 19 27 27 0 0 50
4. 18 27 27 0 0 50
5. 5 14 14 18 6 50
TOTAL 59 125 33 22 11 250

(O) (E)
8 11.8
9 11.8
19 11.8
18 11.8
5 11.8
28 2.5
29 2.5
27 2.5
27 2.5
14 2.5
28 6.6
29 6.6
27 6.6
27 6.6
14 6.6
1 4.4
3 4.4
18 4.4
61

3 2.2
2 2.2
6 2.2
P-value 9.9648E-229
E. ADVANCEMEN SA A N D SD TOTAL
T
1. 10 26 10 4 0 50
2. 6 16 17 6 5 50
3. 8 27 13 2 0 50
4. 1 9 11 18 11 50
5. 16 25 8 1 0 50
TOTAL 41 103 59 31 16 250

(O) (E)
10 8.2
6 8.2
8 8.2
1 8.2
16 8.2
26 20.6
16 20.6
27 20.6
9 20.6
25 20.6
10 11.8
17 11.8
13 11.8
11 11.8
8 11.8
62

4 6.2
6 6.2
2 6.2
18 6.2
1 6.2
5 3.2
11 3.2
P-value 9.03146E-10
F. POSSIBILITY SA A N D SD TOTAL
OF
GROWTH
1. 28 20 1 14 0 50
2. 29 18 2 1 0 50
3. 19 23 6 2 0 50
4. 24 19 3 4 0 50
5. 3 5 10 7 19 50
TOTAL 103 85 28 15 19 250

(O) (E)
28 20.6
29 20.6
19 20.6
24 20.6
3 20.6
20 17
18 17
23 17
19 17
5 17
1 5.6
63

2 5.6
6 5.6
3 5.6
10 5.6
14 3
1 3
2 3
4 3
7 3
19 3.8
P-value 5.4184E-25
Hygiene Factors:
A. INSTITUTION SA A N D SD TOTAL
POLICY OR
ADMINISTRATION
1. 20 22 6 2 0 50
2. 5 7 15 11 12 50
3. 21 24 4 1 0 50
4. 20 22 7 1 0 50
5. 16 27 4 2 1 50
TOTAL 82 102 36 17 13 250

(O) (E)
20 16.4
5 16.4
21 16.4
20 16.4
16 16.4
22 20.4
64

7 20.4
24 20.4
22 20.4
27 20.4
6 7.2
15 7.2
4 7.2
7 7.2
4 7.2
2 3.4
11 3.4
1 3.4
1 3.4
2 3.4
12 2.6
1 2.6
P-value 2.68006E-10
B. PERSONAL OR SA A N D SD TOTAL
WORKING
RELATIONSHIPS
1. 23 23 2 1 1 50
2. 22 19 5 4 0 50
3. 17 16 11 3 3 50
4. 22 22 4 1 1 50
5. 5 8 8 13 16 50
TOTAL 89 88 30 22 21 250

(O) (E)
23 17.8
22 17.8
65

17 17.8
22 17.8
5 17.8
23 17.6
19 17.6
16 17.6
22 17.6
8 17.6
2 6
5 6
11 6
4 6
8 6
1 4.4
4 4.4
3 4.4
1 4.4
13 4.4
1 4.2
3 4.2
1 4.2
16 4.2
P-value 1.31461E-09
C. WORKING SA A N D SD TOTAL
CONDITION
S
1. 6 29 9 4 2 50
2. 16 21 8 4 1 50
3. 17 28 4 1 0 50
4. 3 16 12 10 9 50
66

5. 14 21 10 3 2 50
TOTAL 56 115 43 22 14 250

(O) (E)
6 11.2
16 11.2
17 11.2
3 11.2
14 11.2
29 23
21 23
28 23
16 23
21 23
9 8.6
8 8.6
4 8.6
12 8.6
10 8.6
4 4.4
4 4.4
1 4.4
10 4.4
3 4.4
2 2.8
1 2.8
9 2.8
2 2.8
P-value 0.001885
67
D. SALAR SA A N D SD TOTAL
Y
1. 8 18 14 10 0 50
2. 7 32 7 3 1 50
3. 17 23 8 2 0 50
4. 12 16 11 9 2 50
5. 15 26 6 2 1 50
TOTAL 59 115 46 26 4 250

(O) (E)
8 11.8
7 11.8
17 11.8
12 11.8
15 11.8
18 2.3
32 2.3
23 2.3
16 2.3
26 2.3
14 9.2
7 9.2
8 9.2
11 9.2
6 9.2
10 5.2
3 5.2
2 5.2
9 5.2
2 5.2
68

1 0.8
2 0.8
1 0.8
P-value 0.098112
E. PERSONA SA A N D SD TOTAL
L LIFE
1. 24 23 2 1 0 50
2. 21 22 7 0 0 50
3. 5 13 5 16 11 50
4. 17 25 6 2 0 50
5. 22 22 3 2 1 50
TOTAL 89 105 23 21 12 250

(O) (E)
24 17.8
21 17.8
5 17.8
17 17.8
22 17.8
23 21
22 21
13 21
25 21
22 21
2 4.6
7 4.6
5 4.6
6 4.6
3 4.6
1 4.2
69

16 4.2
2 4.2
2 4.2
11 2.4
1 2.4
P-value 1.41592E-10
F. FEELING A SA A N D SD TOTAL
JOB
SECURITY
1. 6 6 14 15 9 50
2. 17 26 7 0 0 50
3. 12 27 10 1 0 50
4. 11 27 9 3 0 50
5. 10 30 6 4 0 50
TOTAL 52 116 46 23 9 250

(O) (E)
6 11.2
17 11.2
12 11.2
11 11.2
10 11.2
6 23.2
26 23.2
27 23.2
27 23.2
30 23.2
14 9.2
7 9.2
10 9.2
70

9 9.2
6 9.2
15 4.6
1 4.6
3 4.6
4 4.6
9 1.8
P-value 1.85115E-09
Employee Performance:
A. JOB EFFORT SA A N D SD TOTAL
AND
PERFORMANCE
1. 7 17 13 11 2 50
2. 9 34 3 4 0 50
3. 10 24 12 3 1 50
4. 22 22 6 0 0 50
5. 21 28 1 0 0 50
TOTAL 69 125 35 18 3 250

(O) (E)
7 13.8
9 13.8
10 13.8
22 13.8
21 13.8
17 25
34 25
24 25
22 25
71

28 25
13 7
3 7
12 7
6 7
1 7
11 3.6
4 3.6
3 3.6
2 0.6
1 0.6
P-value 2.50346E-05
B. ATTENDANCE SA A N D SD TOTAL
AND RETENTION
1. 9 36 4 1 0 50
2. 3 11 8 14 14 50
3. 3 21 20 6 0 50
4. 18 23 4 5 0 50
5. 16 25 6 3 0 50
TOTAL 49 116 42 29 14 250

(O) (E)
9 9.8
3 9.8
3 9.8
18 9.8
16 9.8
36 23.2
11 23.2
21 23.2
72

23 23.2
25 23.2
4 8.4
8 8.4
20 8.4
4 8.4
6 8.4
1 5.8
14 5.8
6 5.8
5 5.8
3 5.8
14 2.8
P-value 2.24597E-15
C. EMPLOYEE SA A N D SD TOTAL
COMMITMENT TO
THE
ORGANIZATION
1. 13 30 6 1 0 50
2. 21 19 7 3 0 50
3. 6 22 15 4 0 50
4. 15 30 2 3 0 50
5. 5 6 14 17 8 50
TOTAL 60 107 44 31 8 250

(O) (E)
13 12
21 12
6 12
15 12
5 12
73

30 21.4
19 21.4
22 21.4
30 21.4
6 21.4
6 8.8
7 8.8
15 8.8
2 8.8
14 8.8
1 6.2
3 6.2
4 6.2
3 6.2
17 6.2
8 1.6
P-value 4.19221E-12
D. JOB SA A N D SD TOTAL
SATISFACTION
1. 5 8 12 13 12 50
2. 19 17 11 3 0 50
3. 12 33 3 2 0 50
4. 27 16 5 2 0 50
5. 24 19 5 2 0 50
TOTAL 87 93 36 22 12 250

(O) (E)
5 17.4
19 17.4
74

12 17.4
27 17.4
24 17.4
8 18.6
17 18.6
33 18.6
16 18.6
19 18.6
12 7.2
11 7.2
3 7.2
5 7.2
5 7.2
13 4.4
3 4.4
2 4.4
2 4.4
2 4.4
12 2.4
P-value 4.1463E-13
75
STATISTICIAN'S CERTIFICATION
This is to certify that this research study entitled, "FACTORS INFLUENCING THE
PERFORMANCE OF ST. ANTHONY’S COLLEGE EMPLOYEES: A BASIS IN ADAPTING A
REWARD SYSTEM MEASURES" prepared and submitted by Mary Grace E. Aguirre,
Roseanne M. Flores, Frances Ingrid D. Garita and Kenberlie F. Maisog in partial
fulfillment for the degree of Bachelor of Science in Business Administration Major in
Marketing and Financial Management has been statistically reviewed by the
undersigned.
Ernesto R. Sabido Jr., M.A

Statistician
76
GRAMMARIAN CERTIFICATION
This is to certify that the undersigned has viewed and went through all the pages
of the Thesis entitled "FACTORS INFLUENCING THE PERFORMANCE OF ST. ANTHONY’S
COLLEGE EMPLOYEES: A BASIS IN ADAPTING A REWARD SYSTEM MEASURES,"
developed by Mary Grace E. Aguirre, Roseanne M. Flores, Frances Ingrid D. Garita and
Kenberlie F. Maisog aligned with the set of structural rules that govern the composition
of the sentences, phrases and words in the English Language.
Signed:
Mary Wayne L. Arzaga
Grammarian, English Teacher

77
CURRICULUM VITAE OF STUDENT RESEARCHER
Name : Mary Grace Espino Aguirre

Address : Lupa-an, Laua-an, Antique
Gender : Female
Date of Birth : September 17, 1999
Place of Birth : Lupa-an, Laua,an Antique
Civil Status : Single
Religion : Baptist
Educational Background
Undergraduate
Degree : BS in Business Administration – Marketing Management
School : St. Anthony’s College - Antique
Address : San Angel, San Jose, Antique, Philippines
Year : 2018-2021
Secondary
Senior High School
78

School : Laua-an National High School
Address : Poblacion, Laua-an, Antique
Year : 2015-2017
Junior High School
School : Laua-an National High School
Address : Poblacion, Laua-an, Antique
Year : 2011-2015
Elementary
School : Lupa-an Elementary School
Address : Lupa-an, Laua,an Antique
Year : 2005-2011
79
Name : Roseanne M. Flores

Address : Madrangca San Jose, Antique
Gender : Female
Date of Birth : August 22, 1999
Place of Birth : San Jose, Antique
Religion : Roman Catholic
Undergraduate
School : St. Anthony's College
Address : San Angel, San Jose, Antique
Year : 2018-2021
Secondary
Senior High School
80

Address : San Angel, San Jose Antique
Year : 2016-2018
Junior High School
Year : 2012-2016
Elementary
School : SAC Grade School
Address : San Jose, Antique
Year : 2006-2012
81
Name : Frances Ingrid D. Garita

Address : Villavert-Jimenez, Hamtic, Antique
Gender : Female
Date of Birth : October 26, 1998
Place of Birth : Zero Block, West Rembo, Makati City
Religion : Pentecostal
Undergraduate
School : St. Anthony’s College - Antique
Address : San Angel, San Jose, Antique, Philippines
Year : 2018-2021
Secondary
Senior High School
82

School : University of Makai
Address : West Rembo, Makati City
Year : 2015-2017
Junior High School
School : Moscoso-Rios National High School
Year : 2011-2015
Elementary
School : Moscoso-Rios Central School
Year : 2005-2011
83
Name : Kenberlie F. Maisog

Address : Maybato North San Jose, Antique
Gender : Female
Date of Birth : February 10, 1999
Place of Birth : San Jose, Antique
Religion : Roman Catholic
Undergraduate
Degree : BS in Business Administration-Financial Management
School : University of San Agustin
Address : General Luna St, Iloilo City Proper
Year : 2018-2019
84

Year : 2019-2021
Secondary
Senior High School
Year : 2016-2018
Junior High School
Year : 2012-2016
Elementary
School : St. Anthony’s College
Year : 2006-2012

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ST.

BUSINESS EDUCATION DEPARTMENT

BUSINESS EDUCATION DEPARTMENT ii

Review of Related Literature 2

Statement of the Problem 13

Hypothesis of the Study 14

BUSINESS EDUCATION DEPARTMENT

BUSINESS EDUCATION DEPARTMENT

LIST OF TABLES Page No.

Table 1 Respondents Profile 22

1.1 Gender of Respondents 22

1.2 Age of Respondents 22

1.3 Respondents’ years in service 23

1.4 Respondents’ Area 23

Table 4 Hygiene Factors 27

Table 5 Employee Performance 30

Table 6 Significant relationship among motivation factors 33

Table 7 Significant relationship among hygiene factors 34

Table 8 Significant relationship among employee performance 35

BUSINESS EDUCATION DEPARTMENT

List of Figures Page No.

BUSINESS EDUCATION DEPARTMENT

BUSINESS EDUCATION DEPARTMENT

Background of the Study

Motivation can be characterized as complexity of forces that inspire an individual

BUSINESS EDUCATION DEPARTMENT

BUSINESS EDUCATION DEPARTMENT

Review of Related Literature

BUSINESS EDUCATION DEPARTMENT

The above definitions can be summarized in one definition, according to

Motivation is an important in the work place because motivation implies arousal

BUSINESS EDUCATION DEPARTMENT

Two prominent motivational theories which explains conceptually the

Maslow's Hierarchy of Needs

BUSINESS EDUCATION DEPARTMENT

Unsatisfied needs motivate behavior; thus, lower-level needs such as the

Two - Factor Theory (Herzberg’s 2002)

BUSINESS EDUCATION DEPARTMENT

Herzberg’s theory provides a strong link between motivation and performance of

Achievement. An example of positive achievement might be if an employee

BUSINESS EDUCATION DEPARTMENT

Recognition. When the employee receives the acknowledgement they deserve

Responsibility: This involves the degree of freedom employees have in making

Advancement: This refers to the expected or unexpected possibility of

BUSINESS EDUCATION DEPARTMENT

Personal or Working Relationships: These are those relationships one engages in

BUSINESS EDUCATION DEPARTMENT

Factors Enhancing Employees’ Motivation

Employees want to earn reasonable salaries, as money represents the most

BUSINESS EDUCATION DEPARTMENT

Monetary Motivators Versus Non-Monetary Motivators

There is no consensus about the role of money as motivator. Some studies

BUSINESS EDUCATION DEPARTMENT

Similar results about the importance of money as a motivator come from

In the extant literature, there are many supporters of financial incentives as

BUSINESS EDUCATION DEPARTMENT

In a working environment, performance can be classified into two types:

BUSINESS EDUCATION DEPARTMENT

Employee performance and job performance are interconnected where either of

Statement of the Problem

Specifically, the study sought to answer the following question:

1. What motivation factors influence the performance of employees

BUSINESS EDUCATION DEPARTMENT