THE PROBLEM AND ITS SCOPE INTRODUCTION Rationale of the Study In the stage of globalization, organizations responded to the changing business prospect by restructuring and rightsizing in order to address pressures brought about by stiff competition and survival. This contributed much if not the cause of human relations problems especially in the nature of employer-employee

relationship. Responses of the organization to these changes are to renegotiate, manage, if not cancel the employment relationships, promises, and commitments they have traditionally established with their employees (Kickul & Lester, 2001) With respect to these contentions, it is essential to recognize the human resource management and human resource programs of the organization to be valuable. As Robbins (2003) claimed, more and more organizations today face a dynamic and changing environment which requires these organizations to adapt. ³Change or die!´ is the rallying cry among today¶s managers worldwide and


the most important force for change mentioned, among others, is the nature of the workforce. Needs of workers have pluralized and become distinct from each other. As Reece and Brandt (2002) put up, the variation in individual motives often leads to a breakdown in human

relationships unless individuals take the time to understand the motives of their colleagues. Reward system in organizations attracts, retains, and motivates qualified employees. Hence, benchmark quality. In the Philippines, educational institutions are facing stiff competition; thus, development in all aspects of the faculty is imperative. With this, it is very important to stress that school managers inquire into their teachers¶ present need systems. Cor Jesu College, Inc. (CJC), as a school organization greatly faces competition. Challenge is proposed by other schools in the locality and neighboring cities through the offering curricular programs (e.g. BSIT, BSHRM) that capture the global market of work. At this point, rich human relations program is imperative especially to foster better employment relationship and that this organization should carry out human resource planning so as to


meet school objectives and gain advantage over other school competitors (Noe, et al, 2007). In employment, reciprocal exchange relationship is very evident which appears when the faculty member joins the school organization. Psychological Thereby, contract, need system develops to every and mounts.



relationship, spurs in mounting up this need system. This propels this study to be conducted because the researcher believes it¶s quite essential contribution to the organization. As conceived by Martires (2001), a very significant factor in the efficient

performance or retention of workers is their motivation and its strength. From this end, it is very important for Cor Jesu College as a school organization to know the mounting needs of their faculty and how these influence their affective commitment and job performance because CJC has committed to display academic excellence. Since the researcher is one of the full-time faculty members of Cor Jesu College, he attempted to gather pertinent data regarding work motivation, affective commitment and job

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


the hope of determining the extent of significant relationship of compensation; job itself; administration and supervision;

professional growth and opportunities; and work environment through social interaction opportunities to the emotional

attachment of faculty toward the school organization and their outstanding performance. The findings of this study would serve as database in the formulation of effective human resource

development to improve employees¶ affective commitment and job performance. Theoretical Background The present study is anchored on Equity theory of Adams developed in 1965 (Robbins, 2003) which supports the explanatory framework of psychological contract. If breach occurs, people are motivated to reduce or remove the discrepancy by altering their attitudes or changing their behaviors to maintain equity. In an exchange relationship each party is obligated to reciprocate the actions of another, if one party¶s contribution to the other is less than what is expected by the other party, the aggrieved party will lessen his or her contribution to maintain equity with the relationship. This relationship is very significant to emphasize since


the research study leans on the idea that whatever is felt and understood by the employees when it comes to compensation, job itself, administration and supervision, professional growth and development opportunities, and its social interaction with coworkers, which then motivate them to have greater affective commitment and display desirable behavior required in performing the job. This is supported by the Social Exchange Theory of Blau asserting that when one party provides something to another party, the second party is under pressure to give something in return (Larbes, 1999). Underlying this exchange is the norm of reciprocity advanced by Gouldner in 1960 which maintains that if a person does something favorable to another party, the other party is obligated by social convention to return the favor (Journal of Vocational Behavior, 2005). Furthermore, the Social Exchange Framework was later modified by John Thibault and Harold Kelley to make framework in the field of social psychology. Recently, modern social exchange theory is renamed as homo socioeconomicus by Lindenberg in 1990 or homo economicus matarus by Frey and Oberholzer-Gee in 1997 (Zafirovski, 2003).

and co- workers¶ social relationship. Facts and findings from abroad and . growth and development opportunities. trust and commitment result from the emergent experiences of individuals within relationships and help to stabilize relationships and the stability of relationships over time result from the contrasting levels of attraction and dependence experienced by the participants in the relationship (http:// encyclopedias families. justice. that is.com/social exchange ± theory-1532-1535-iemf). the ability to obtain profits in a relationship is contingent on the ability to provide others with rewards. administration and supervision. professional job itself.6 Embedded within the exchange framework are the assumptions about the nature of exchange relationships which are social exchanges characterized by inter-dependence. The presentation of topics related to the variables being investigated are organized according to work motivation indicators which are compensation. and fairness. Furthermore. Social exchanges are regulated by norms like reciprocity. this section presents the review of foreign and local literature and studies most relevant to the current study.

Motivated employees help organizations survive. . Motivation Hoy and Miskel (2009) defined motivation as an internal state that stimulates.7 local scenes about organizational commitment and performance were presented. Thus. and the most significant. These are the roles of motivation in the workplaces according to Lindner (1998). It is intrinsic. it is a natural tendency to seek and accept challenges as everybody pursues personal interest and exercise capabilities. and maintains behavior to think. motivation carries a lot of cultural underpinnings that Filipino manager should know what theory of motivation should be applied. Motivated employees are needed in our rapidly changing workplaces. Motivated employees are more productive. Motivation as defined by Moorhead and Griffin (2004) is a set of forces that causes people to engage in one behavior rather than some alternative behavior. To Martires (1999). directs. feel and perform certain ways. yet elusive determinant of work behavior.

1998). (g) . working conditions. administration. the organizational climate that results can hurt employee morale and lower worker productivity. Lindner conducted a study on employee motivation (Journal of Extension.8 Herzberg as cited by Hoy and Miskel (2009) emphasized that if the employee¶s motivational factors are not met. but if any of them is absent. or more responsibility. they tend to motivate employees to improve productivity (Reece and Brandt 2002). (b) good wages. (c) full appreciation of work done (d) job security. fringe supervision. Maintenance factors represent the basic things people consider essential to any job. Martires (1999). These basic maintenance factors do not act as motivators. benefits. (e) good working conditions (f) promotions and growth in the organization. are those elements that go above and beyond the basic maintenance factors. such as salaries. Motivational factors on the other hand. they may begin to ask for more maintenance factors. on the other hand. argues that it is not quite correct to say that motivation is only a maintenance function. and organizational policies social and relationships. it was surveyed that the ranked order of motivating factors were: (a) interesting work. They include opportunities for recognition. advancement. When these are present.

9 feeling of being in on things. job security. (h) personal loyalty to employees. such as holiday pay. et al. feedback from the supervisor. The whole problem is the development of attitudes. sick leave. Mison. Although there are various literatures and studies that show how competent motivation is in improving productivity of organizations however.org/). and medical/dental plans are best enjoyed by the employees when they are away from their job. and (j) sympathetic help with personal problems. such as clean restrooms or a nice cafeteria or break room. managers can also use intrinsic and extrinsic motivators to increase employee performance and productivity. (1996) contend that the problem in worker motivation is not getting the workers to do their assigned job but enlisting their cooperation and loyalty for the company. benefit the employees while on the job.worldatwork. . The most important predictors of retention were career opportunities. Extrinsic motivators. According to McCoy as cited by Zilmann (2000). Intrinsic motivators. satisfaction with job title (an indication of respect for employees) training and development opportunities as discovered in the research conducted by World at Work/Sibson Company on factors that could retain employees (http/www. (i) tactful discipline.

even including some non-material ones. Martires (1999) defined compensation as the equivalent in any form that is given to the individual for his work. . Pay indeed can capture attention of employees. It can be a leading catalyst for change or a follower of the change. are met either directly or indirectly. job itself. pay is a powerful signal of change. Compensation Compensation often plays a singular role when organizations restructure.10 loyalties and capacities for making sacrifices toward an entity that has greater consequence in the individual worker than his own job or his personal welfare. As Milkovich and Newman (2002) claim. Enormous literatures and studies were looked deeply by the researcher to determine its crucial point as motivators. professional growth and development opportunities and co-workers are motivating factors. Body of literature and studies agree and disagree that compensation. supervision and administration. Martires (1999) heaps on that pay and benefits a worker receives are a yardstick of how adequately his needs.

(2005) postulates the theory of Maslow which stressed that pay would be a motivator only for people functioning at the lower levels of the hierarchy needs. et. and he or she can identify behaviors. & Taylor. From equity or organizational justice theory. As such. However. Arnold. The advocates of need for achievement theory opine that pay and other material rewards often signal that a person is successful hence. pay will be an effective motivator to the extent that it is desired by the person.11 Authorities in organizational behavior books and human resource books inquired if compensation package of a certain company really serves as motivating factors. such theory is not accepted as work motivation theory. al. people will be concerned with whether their play is a fair reward relative to the rewards received by others. (2002) conducted a study on the performance based pay and found that pay had a stronger impact on individual and corporate performance. Milkovich and Newman (2002) opine that pay is one of the more . Hali. Goal setting theory on the other hand. In expectancy theory. Torrington. Gerhard and Milkovich and Newman. 2002). involves goals that defined in terms of a person¶s behavior and or accomplishments not pay (Robbins 2003. pay is a motivator.

The contention is especially true to young workers of today. it was found out that the most successful retention methods are strongly tied to factors affecting employee¶s compensation. it was suggested that to help retain employees. (1998) conducted a meta-analysis of existing research and found a substantial positive impact of monetary reward on the quantity of work. et. J.12 visible rewards in the whole recruitment process. Such being the case. (2002). O. Sando. it was warned that pay has a strong impact if the scheme used is a variable portion of pay rather than the base pay (293). Employees who feel they are not compensated fairly will look for work in institutions that are willing to pay them more. especially when they are seen as fair and providing accurate feedback about how well the person is doing. et. 2005). al.P.. et. The impact of monetary rewards on performance did not seem to be affected by whether the task was boring or interesting (Arnold.al. but not on the quality of work. However.al. management shall . Further. one can say that financial rewards tend to enhance performance. as Torrington. Jenkins. (2002) claimed that companies of today have been reexamining the use of bonus schemes for more junior employees in order to increase motivation. In the local study made by Sr.

13 conduct compensation reviews and adjust salaries to keep them competitive with other healthcare organizations and similar positions in other fields. 2002). thus affecting their organizational commitment. 2002). In their study. They successfully retained their best employees by using three-pronged solution: raise base wages immediately to ensure . al. Employers also seek to use the payment contract to motivate employees and thus to improve their work performance (Torrington. such as increase salaries and fringe benefits (Reece and Brandt. Another example that used money to retain employees is of the Fleet Financial Group which had experienced rapid and unacceptable turnover in information technology jobs during the 1990s. in which worker who feels unfairly treated in pay react by leaving the firm for greener pastures. Herzberg theories state that if employee¶s motivational factors are not met. In today¶s era. 2002). the Adam¶s equity theory was strengthened. It is with this fact that Malkovich and Newman studied if pay could be a reason of employees staying in or leaving a firm. (Malkovich & Newman. 2002). et. they may begin to ask for more maintenance factors. employment is an economic reciprocal arrangement (Malkovich & Newman.

2004). (Moorhead & Griffin.14 equity with the external market. Different employers set different pay levels. and give a retention bonus to anyone who stayed through March 2000. 2002). Malkovich & Newman. one of the most progressive companies in the world that coped up with the threats of globalization has taken steps to make sure that its compensation system is clear and understandable. Compensation should be a fair reward for the individual¶s contributions to the organizations and the compensation should be a competitive in the external labor for the organization to attract and retain competent workers in appropriate fields. ( 2000). . grant stocks options to selected employees in the group. According to Moorhead and Griffin (2004). that is. The General Electric Company. there are authorities who claimed that compensation is not a factor in motivating employees to remain in the job nor could be a factor to improve performance. However. they deliberately choose to pay above or below what others are paying for the same work. An effectively planned and managed pay system can improve motivation and performance. the organization¶s structure must be equitable and consistent to ensure equality of treatment and compliance with the law. (Malkovich & Newman.

. With the hodgepodge of agreements and disagreements of compensation as motivator. one discovery contributes to the inquisitive mood of this researcher. 2002).al. pay has a limited capacity to motivate positively. 2002).15 Herzberg (Robbins. Thompson and others (Torrington. Other authorities would even claim that incentives are perceived by employees as tools of management control which reduce their autonomy and discretion. The controversial issues of minimum wage increase of President Clinton. This is supported by the contention of Robbins (2003) that money and promotions typically are low on the priority list of professionals. 2003. at. agreed that there is little to be gained and a great deal to lose from the introduction of the incentives schemes. at. can even easily demotivate when managed poorly.al. Feb. In the local researches. rather a hygiene or maintenance factor. 2001) suggested that the administrators and non-master teachers had least concern for ³augmented salary´.al. Malkovich and Newman claimed that pay could improve performance by quantity but not quality (2002). the finding of Pelagio (Modern Teacher. To Herzberg (Torrington. Arnold. This causes resentment and leads to dissatisfaction and industrial conflict. 2005) in the first place theorized that pay is not a motivator. et.

According to Gerry Ledford. the newest generation to enter the workforce. Multiple jobs were prearranged by owners to cope up because business industries operated with a paper thin margin of profits that the increase of minimum wage forced them to pay higher wages.org/). Another study strengthens the fact that pay is not a motivator especially for the freshmen in the world of world. a practice leader at Sibson and Company (an American Compensation Association) announced . is different from other cohorts in some respects. 1998). In the study conducted by Rewards of Work (ROW) 2000 (a research organization that particularly concerns on wages and salary and this tied up with World at Work Organization). 2000:http://www. cash rewards and work content are less useful for retaining members of this group than others. This group is also less satisfied than its older counterparts. Contrary to the popular wisdom.worldatwork. In short pay was not a motivator because workers were retrenched or resigned from the job because of multiplicity of works (Moorhead & Griffin. especially with direct financial and career rewards (Johnson. ³Generation Y´.16 The increase of minimum wage instigated controversy when the congress and President Clinton passed a bill in 1996 raising the minimum wage for all American workers.

Another study which suggests that money is often not the biggest motivator for an employee is the survey on ³40 Strategies for Winning in Business´ by Haney and Sirbasku (1997). monetary) rewards.These findings have prompted more this researcher to find out if compensation is a motivator that influence affective organizational commitment.com).17 their findings during the 2000 World at Work International Conference & Exposition: The five types of rewards examined in the study are financial (that is. affiliation with an admirable organization. satisfying work content. He especially noted in the exposition that ³All are necessary for companies that wish to offer and attractive employee value proposition. appealing exchange of rewards from the company in return for the employee¶s motivated effort and continued employment in the firm. The study found that of the job leavers surveyed: 30% were unhappy with management and the way they managed 25% felt they received no respect for good . indirect financial rewards (benefits). ³(http//www.sibson. that is. And job performance since the younger teaching personnel has edge in number in Cor Jesu College. and long-term career opportunities. It was found that only 15% of employees left their jobs because of inadequate salary and benefits.

(2002). may be a hygiene factor.worldatwork. a motivator or a negative motivator.successmotivation. 5% were bored with the job 5% cited other reasons (retirement. Rowland (1996) found that psychological rewards were more important than the economic rewards for their retention. a fair and equitable compensation system can ensure employee¶s trust in management that helps prevent turnover.18 work. that . 15% cited inadequate salary and benefits.org/). In the study of nurses who resigned from their jobs. (http://www. career change. sabbatical) (1997-2005 Profiles International. bad management and lack of incentives might be expected to provoke motivational crises in the form of apathy or stress. Equally. He added (58) that well judged management and teaching incentives are necessary but not sufficient for encouraging commitment to teaching as an activity that calls upon initiative and inspiration. McCoy as cited by Zillman (2000) strengthened this claim by saying.com/concept. their goals and their experience of the workplace. Jr. 20% complained of limited opportunities for advancement.html) Knight commented (2002) that something. such as salary. depending on the person. These claims are agreed by the local author Iñigo. Inc: http://www.

there is no correlation between monetary rewards and productivity. Job itself Herzberg theorized (Arnold. According to the study of Lee & Tarce cited by Martires (2002). recognition for accomplishment. achievement. challenging work. There are authorities who claim that as employees get older.et.. To Martires (2002). Hoy & Miskel. increased and growth and development are satisfying factors relating to job itself. 2004. 2005.19 money could be a motivator but not the best because it gives rise to defensive or retaliatory behavior such as union organization. interesting work becomes more of a motivator. These huge literatures and studies on compensation strengthened the inquisitive desire of the researcher to investigate more in order to find out if compensation package in school organizations like Cor Jesu College influence the faculty¶s emotional attachment or elicits outstanding performance. 2007) that job itself is a motivator.al. or executive indifference. With that Robbins (2003) claimed that today¶s progressive workplace is being modified to accommodate the . Moorhead & Griffin. poor quality workmanship.

To Robbins (2003). 2002). job challenge for professionals tends to be ranked high. a challenge to their ability and an opportunity for achievement. 2002). the motivated and created input of people is brought out largely by providing them satisfaction in their jobs. and individual growth (Reece and Brandt.20 varied needs of a diverse workforce. He has suggested that jobs be enriched to provide challenge. Reece and Brandt (2002) likewise claimed that . the practices we take for granted and our beliefs what is good are influenced by the contexts in which we are. To Knight (2002). our expectations as teachers. Internal motivations occur when the tasks or duty performed is in itself a reward (Reece and Brandt. Psychologists Frederick Herzberg said that motivation comes from internal stimulus resulting from job content. Being a good teacher is about personal skill deployed in an environment rich in appropriate affordances. opportunity for achievement. not job environment. This includes providing a wide range of scheduling opinions and benefits that allow employees more flexibility at work and which allows them to better balance or integrate and personal lives. While happiness with working conditions and remuneration are important. Their chief reward in their job is the work itself.

2002) upon saying that ³the chance to learn new skills or apply them in new arenas is an important motivator in a turbulent environment because it¶s oriented toward securing the future. can be a strong motivational force. They are not teaching for money (knight 2002). when the work and its social settings make it relatively easy and quite natural to teach well (60). employment expectations. and physical as well as the emotional. making him or her perform less or leave the organization. Catt as cited by Zilman (2000). He contested more that good teaching flourishes when motivation to teach is part of the fabric of the job. His said that it is useful to appreciate the teaching is an emotional activity in which psychic rewards are important. thus. . ³Or such work if not motivating at all becomes stressful to the employee. Knight (2002) clarifies the understanding to intrinsic motivational strategies for improving teaching quality. both on and off the job. claimed that worker¶s motivation is also influenced by the nature of the job itself.21 learning opportunities. Brookfield (1999) and Palmer (1998) have made similar claims about the importance of these psychic rewards of higher education. This idea is agreed by Rosabeth Moss Kanter (Reece and Brandt.

2005). Motivation comes from within the Filipino. However.22 make-up of employees. provides driving force of the worker. Though various literatures and studies emphasized that job itself is rewarding. 1997) According to Tomas Andres (1996) as cited by Tang. when one needs to prove his worth. In the local study of Pelagio (Modern Teacher February 2001). (Bowditch and Buono. when his self-worth is boosted. When we speak of a positive job attitude or job satisfaction. Job security is relatively high (75 percent positive) in retaining employees to the job according to ROW 2000. Setting. in the Phil. and quality .al. it resulted that workers were reasonably satisfied with their pay. motivation is present when one is ganado. we mean that the people involved tend to have pleasant internal feelings when they think about their jobs. working conditions. hence. in a study conducted by Taylor (Moorhead & Griffin. (Philippine Journal of Psychology. when one is motivated to work. from his loob. it found out that teachers (master and non-master) believed that one who finds joy and pride in his or her work or position is at his/her maximum in his/her usefulness to his or her organization. et. 1998) on the automobile industry.

The supervisors and managers are in the appropriate capacity to encourage their subordinates or perform better or develop emotional attachment to their organization. therefore. et. Hence. they analyze the skills or competencies a person must possess to perform the work. These encouragements somehow help the organization to achieve its goals. school managers are quite confused on how to bring out the best in . Managers are experimenting variety of responses to the challenge of constantly changing work. Milkovich and Newman (2002) claimed that managers of today are not focusing on the job itself.23 of their supervision. the human force is the most vital element in the achievement of its goals. In fact. It is imperative. So this means that rather than analyzing the tasks that make up the job. According to Sinlao (2002). in any organization. extreme dissatisfaction with the actual work was expressed. performance rating becomes irrelevant. she expressed that in the field of educational leadership. that leaders or managers need to know about the psychology of motivation. however. Supervision and Administration Managers strive to motivate people in the organization to perform at high levels (Torrington.al 2004).

Sinlao (2002) emphasized further that outstanding motivators are not necessarily the gregarious backslapping types at all. For Asian managers. according to the findings of MayoralgoNolasco (Philippine Journal of Psychology. attributions and leadership styles of Asian and Western Managers. management capabilities of nurse supervisors in Cotabato regional and medical center and the job performance of their staff nurses. it . 2001). Moreover. in such article it was noted that the administrator¶s displays to his or her teacher¶s personal example on how to handle failure and rejection. the master teacher showed more concern for ³ exercise of leadership and initiative´ but not for better supervisory atmosphere.24 their teachers. Other studies exemplify the importance of leadership in motivating employees that affect performance or productivity. 2005) in her study on individualism-collectivism. such administrators becomes a motivator to his or her teachers.it resulted that in terms of the motivation-hygiene features of the master teacher scheme. In the study of Ticzon (2003). will win his subordinates¶ loyalty and support by establishing personal contact with them and showing awareness of their problems and sentiments. consequently. In the study of Pelagio (Modern Teacher Feb.

it resulted .25 resulted that there was a positive correlation between the management capabilities of nurse supervisors and the job performance of staff nurses. satisfaction with job title (an indication of respect for employees) and training and development opportunities. They should also be given other incentives that would further enhance their teaching competencies and strengthen their commitments. In the same study. Growth and Development Opportunities Benito (1998) . 2001) on the influence on the attitudes of public elementary school and administrators and teachers in the division of Cagayan. whether they are teaching specialized or nonspecialized courses. job security. The most important predictors of retention were career opportunities. feedback from the supervisor. The ROW 2000 study investigated employee propensity to turnover. it was emphasized that the preponderance of female teachers showed that the teaching profession is more attractive to women than men. In the study conducted by Pelagio (Modern Teacher. recommended that the faculty should be provided with academic opportunities and adequate promotion for ranking and tenure. and identified drivers of retention associated with each of the five types of rewards.

Robbins (2003) stressed that professionals place a high level of importance on having skill development opportunities. However. Co-workers It might seem obvious that an organization can enhance the motivation of its employees by creating conditions that foster and promote friendship and other close personal relationships as Moorhead & Griffin (2004) claimed.26 that every teacher needs to have ³some achievements´ to feel good about teachings and that every teacher needs to be rewarded and recognized for outstanding work. O. worker¶s affiliation has no correlation to productivity. (2002) on factors prompting the voluntary turnover of nurses working in the private tertiary hospitals at Davao City.P. . Sando. In the study of Sr. Cooperation to create a professional development plan with clearly defined tracks for advancement and promotion gives employees an incentive to stay with an organization. according to the study of Lee & Tarce as cited by Martires (2002). it resulted that all survey participants agreed that the method which work best is to promote employees from within rather than hire from outside of the organization.

This finding gains . role overload. intra-organizational conflicts. attending classes and seminars. were facilitated by value incongruence. such views are negated in the study conducted by Joffres and Haughey (2001). Moorhead and Griffin (2004) cite its danger when transfer of employees to different work settings or lay off members of its workforce to reduce costs happen. careful monitoring of their ideas.27 Although social relationship with co-workers are essential in performance and organizational commitment. that is. the teacher¶s inability to build warm and nurturing relationships in their work communities. and a record of their spiritual journey. However. In the study of Sinlao (2002). disorderly classrooms. positive people. Complicating matters even further is the fact that the strength or importance of social relationships to motivation will vary from person to person from very strong and meaningful to relatively weak and inconsequential. and specific community members¶ characteristics contribute much to the teacher¶s low performance due to feelings of inadequacy. which resulted that low feelings of community. and keeping a journal of their goals. it resulted that there are teachers who need to be motivated through association with successful.

.28 support from Knight (2002): motivation and discomfort are created by individuals in networks of others.al. all of whom are engaging with multiple tasks in shifting settings. According to Arnold. and your nonwork environments. (2005). These OCBs result when they feel they are treated fairly or just.et. (Arnold. This is no doubt because it is what some employers say they want from employees. successful work organizations need people who help each other out in addition to doing the core tasks of their jobs well. Altruism or helping another person with a work task or problem is one of the organizational citizenship behaviors (OCBs).al. J. Organizational Commitment The concept of organizational commitment has generated huge amounts of research from 1980s onwards.. Being a teacher in higher education is about you and your work environments. 2005). He added (56). Moorhead and Griffin (1998) likewise believe that in providing more opportunities for social interaction contingent on improved performance might capitalize on employee¶s needs. being a teacher is a part of being a faculty member that competes or co-exists with other identities. et.

29 Organizational commitment is a psychological state where an employee identifies with the goals and desires to maintain membership with the organization (Robbins. especially when combined with low level of continuance commitment.al. 2003). based on a person¶s felt obligation and responsibility to his or her employing organization. The results in the study of Wasti (Journal of Vocational Behavior. et. (2005) have divided organizational commitment slightly different from the way described above: affective commitment essentially concerns the person¶s emotional attachment to his perception of the costs an risks associated with leaving his or her current organization and normative commitment is a moral dimension. 2005) defined organizational commitment as the relative strength of an individual identification with an involvement in an organization. Mowday.al. Professionals have a strong and long-term commitment to their field of expertise. Their loyalty is more often to their profession than to their employer (Millet. et.al. et. 2005 October) suggested that affective commitment is the primary driver of positive outcomes.al. (Arnold. et. 2001). . Allen and Meyer as cited by Arnold.

html . Career choices arise more than once during a lifetime. or resources. because both people and career opportunities change. It includes a feeling of belonging and sense of psychological attachment to the target of commitment. a project.state. Job Performance Throughout much of the world.us/train/onlinelearning/EC/301. the employee hasn¶t received feedback on how well he or she is doing. Knowing that they can change careers can help individuals avoid becoming poor performers in their jobs as a result of career frustration (Moorhead and Griffin. supervision or a fellow worker. the employee¶s work is hampered by lack of knowledge. and involvement within the respective identity. skills.30 Affective commitment according to Meyer and Allen (1997) refers to an actor¶s attachment to identification with. and the employee isn¶t motivated or has a negative attitude (http://www. This entity maybe in an organization. The reasons why an employee does not meet performance standards can be generally categorized into one or more of four reasons.goer. higher and higher levels of performance are demanded (Robbins. 1998). 2000).mny. The supervisor has not clearly communicated standards to employee.2.

people need to perceive that the effort they exert leads to a favorable performance evaluation and that the favorable evaluation will lead to the rewards that they value. al. Sound performance evaluation contributes to the display of desirable behavior at work. (2002) expressed otherwise. Torrington. .al. As Robbins (2003) emphasized. and their wish for harmony in the workplace´. Hill as cited by Robbins (2003). expectations. the degree of behavior problems of pupils did not affect the teacher¶s teaching performance. their attitudes toward personal achievement and advancement. and desires are met. Torrington. It is furthered by Bittel (Robbins 2003) by saying ³Employee performance is greatly influenced by the workers¶ expectancy of what their job will provide. People are willing to put forth the kind of effort that will increase productivity if their needs. it is not universally applicable. goals. et. (2002) claimed that performance was typically seen as the result of the interaction between individual ability and motivation. the amount of opportunity people see in their jobs has a direct relationship to their job performance. et. that individual performance may be enhanced by instituting incentives though.31 In a local study made by Corpuz (2005).

which established that the inadequate performance definition is perceived lack of goals. delayed and perceived inequities in distribution of rewards. but of the systems that are implemented and controlled by managers. competence creativity workplace in an organization. The different literature and studies reviewed allowed the writer to decide the research methodology and provided additional pieces of evidence and information. inadequate performance assessments. performance variations are the result not of individual differences. which are useful to this study. Hall & Taylor 2002). Moreover. the impediments to performance could be inadequate support or resources or mismatch between job requirements and skills of staff and lastly. As emphasized by Elmore (1997). Deming asserts (Torrington. inadequate performance/reward linkages rewards are not valued by staff. the literature on high performing romanticize workplaces the and in subfields like and TQM tends of to the energy.32 However. for Faculty development of Mt. Sinai School of Medicine. Secondly. . outstanding job performances somehow greatly depend on the system of the organization itself or workplaces. These are more elaborated in the Program.

The independent variable is the work motivation while the dependent variables are the affective organizational commitment and job performance. supervision and administration.33 The information are meaningfully related to teachers¶ work motivations. growth and development opportunities. The study includes two variables which are dependent and independent. and coworkers. affective commitment and job performance. however. such level of influence varies according to the factors identified: compensation. . The degree of affective organizational commitment and job performance will be influenced by the level of motivation of the faculty. job itself. This study then conceptualizes the relationship of motivation to affective organizational commitment and job performance.

3 professional growth and development opportunities.4 administration and supervision.1 age.2 civil status. and 1. this study attempted to answer the following questions: 1. What is the present level of work motivation of the faculty of Cor Jesu College with regard to the following indicators: 2. 1. 1. 2. Specifically.34 THE PROBLEM Statement of the Problem The study aimed to determine the extent of work motivation indicators which are significantly correlated to the affective organizational commitment and job performance of the faculty of Cor Jesu College for school year 2010-2011. 2. 2.2 job itself.4 highest level of education? 2. What is the demographic profile of the male and female faculty of Cor Jesu College in terms of: 1.1 compensation. and .3 organizational tenure.

1 work motivation indicators and affective commitment of the faculty.5 co-workers? 3.3 work motivation indicators and job performance of the college faculty? 7. What is the level of the job performance when the faculty is grouped according to 4. Is there significant relationship between the following variables: 6. What is the level of the affective commitment of the faculty? 4.35 2. What is the extent of relationship between the following variables: .2 work motivation indicators and job performance of the basic education faculty. 6.2 Basic Education Department (BED)? 5. Is there a significant difference on the level of faculty¶s work motivation between departments based on each work motivation indicator? 6.1 College Department. and 6. and 4.

1 work motivation indicators and affective commitment of the faculty. professional growth and development opportunities. .3 work motivation indicators and job performance of the college faculty? 8.36 7. and 7. compensation. job itself. co-workers. c. b. What human resource development plan can be proposed based on the findings of the study? Null Hypotheses The following null hypotheses are formulated: Ho1: There is no significant difference on the work motivation between college faculty and BED faculty in terms of the following indicators: a. administration and supervision. d.2 work motivation indicators and job performance of the basic education faculty. and e. 7.

and c. work motivation indicators and job performance of the basic education faculty. work motivation indicators and job performance of the college faculty? . and c. b. work motivation indicators and affective commitment of the faculty. work motivation indicators and job performance of the college faculty? Ho3. b. work motivation indicators and job performance of the basic education faculty. There is no extent of relationship between the following variables: a.37 Ho2: There is no significant relationship between the following variables: a. work motivation indicators and affective commitment of the faculty.

they would benefit from the effective and efficient performance of their mentors. Evaluating factors that arrest a worker from growing. Teaching Personnel. A quality work life invokes quality services to their clienteles. Profit from the study is generated as they are able to know how the benefits offered by their institution helped them improve their performance and strengthen their affection to the organization as a whole. . This would mainly promote a quality delivery of services. hence. It would be more significant to the school organization or instruction as a whole. persevere and enjoy and endure with their teaching job. This would make them evaluate certain important dimensions of work that may have an effect to their chosen career paths. it is important for them to make decisions to continue or go out.38 Significance of the Study This study would be significant to the following entities or agencies and people where the study was conducted. Students.

Researchers. The loyalty and vigor exhibited by the faculty as may be shown in the study may be utilized. managed and clearly understood especially in implementing new policies. The result of this study would help/ assist the researchers as they explore and deepen their appreciation and understanding on the influence of work motivation to the affective commitment and job performance of the employees. . A better understanding on the needs of its workforce helps the organization competes fluently in the academe and consequently amplifies its reputation of being efficient. It would help the school generate more clients. This would assist to modify or continue practices that may still be enriching or halting the growth of their employees. invites more qualified personnel and retain the very skilled employees especially in the areas currently groomed. as such the organization earns an edge to a taut competition and dwindle highly qualified employees from attractive offers.39 School Administrators in General. This would likewise help them scrutinize and examine closely certain provisions and policies that keep and invite highly qualified employees especially faculty members. Cor Jesu College as an Organization.

job itself. and likewise the magnitude of relationship between work motivation indicators and job performance. 1992). the study aimed to determine if there is a significant relationship between the affective commitment and work motivation indicators. From this design. and co-workers) in both affective commitment and job performance of the college and BED faculty. These critical distinguishing characteristics are the effort to estimate a relationship (Sevilla.40 Future Researchers. The finding would provide some in depth knowledge and information related to affective commitment and job performance influenced by work motivation. professional growth and development opportunities. . It determined the extent to which different variables are related to each other in the population of interest. administration and supervision. Regala & Uriarte. Ochave. It further utilized to test the amount of variance explained by the indicators of work motivation (compensation. Punnalan. THE RESEARCH METHODOLOGY Research Design This study made use of the descriptive correlational and comparative design.

Bachelor of Secondary Education. . Cor Jesu College is a Filipino. The Basic Education had gained respectable reputation in the province especially in academic contests and non-academic pursuits. This year.41 Research Environment This study was conducted in Cor Jesu College. The student enrolment for the second semester of school year 2010-2011 was only 2. 798 for the college and 886 for the basic education. The curricular programs being offered in the college are as follows: Bachelor of Arts. Bachelor of Elementary Education. Digos City. Bachelor of Science in Accountancy. Davao del Sur. Bachelor of Library and Information Science. Bachelor of Science in Accounting Technology. The institution envisions ³fully transformed persons inspired by the spirituality of the Sacred Heart of Jesus and the charism of the Brothers of the Sacred Heart´. It is a PAASCU accredited college since 1971 and had been a leading institution of tertiary education in the province. Bachelor of Science in Business Administration. the BED is preparing for the first Level PAASCU accreditation. and Catholic School owned and run by the Brothers of the Sacred Heart. located along Sacred Heart Avenue. Bachelor of Science in Civil Engineering.

All the full time Basic Education Faculty and College Faculty were considered in the study as they were all the direct recipients of the translation of policies of the institution and its provisions that greatly influence their . Business and Accountancy. Bachelor of Science in Criminology. Computer Studies. Bachelor of Science in Electronics and Communication Engineering. Arts and Sciences. Bachelor of Science in Information Technology. Bachelor of Science in Computer Science. and Sunday College.42 Bachelor of Science in Computer Engineering. Bachelor of Science in Psychology. and the Vocational and Technology. Bachelor of Science in Nursing. The 66 full time College Faculty comprised the following departments: Teacher Education. Health Sciences. The universal sampling technique was utilized in gathering data since the size is manageable. and 35 from the Basic Education Department (BED). Engineering and Technology. Bachelor of Science in Midwifery. Research Respondents The respondents of the study were 101 full-time College and Basic Education or the teaching personnel of Cor Jesu College. Bachelor of Science in Hotel and Restaurant Management.

(WMO). The instrument used to measure work motivation was made by the researcher. The Work Motivation Questionnaire. and co-workers. The researcher requested five (5) experts in the field to validate the questionnaire. job itself. professional growth and development opportunities. administration and supervision. Research Instrument This study employed three sets of survey questionnaires for data collection and one personal data profiler. The job performance data that were already generated from the principal¶s office (BED) and Dean¶s Office (college) were finally submitted to the Human Resource Director¶s Office.43 commitment to this organization and how these made interplay to their performance. This Work Motivation Questionnaire was categorized according to indicators: compensation. The mean score for each motivational indicator was computed and analyzed following the scale and descriptions given below: .

opportunities for professional and personal advancement and social support and congeniality are fully or extremely acquired in the workplace. . 4. provides moderate motivation to the faculty. opportunities for professional and personal advancement and social support6 and congeniality are mostly or highly acquired in the workplace. an interesting and challenging job. thus.44 Table1 Description of Scales Using the Work Motivation Questionnaire (WMQ) Scale Description Very Highly Motivated (VHM) means the faculty¶s need for good compensation package or adequate compensation. hence gives vigor to do the job. 2.51-5. people oriented supervision/ administration. an interesting and challenging job. opportunities for professional and personal advancement and social support and congeniality are neither acquired in the workplace and gives vigor to do job nor lost and gives the lethargy to do the job thus. people oriented supervision/ administration. people oriented supervision/administration.00 3. gives vigor to the job. an interesting and challenging job.51-3.50 Highly Motivated (HM) means the faculty¶s need for good compensation package or adequate compensation.51-4.50 Moderately Motivated (MM) means the faculty¶s need for good compensation package or adequate compensation.

00-1. opportunities for professional and personal advancement and social support and congeniality are lost in the workplace and gives strong lethargic attitude to do the job thus.50 Poorly Motivated (PM) means the faculty¶s need for good compensation package or adequate compensation. There were some questions which were modified by the researcher in order to fit with the respondents being studied. This questionnaire was likewise validated by experts.50 Very Poorly Motivated (VPM) means the faculty¶s need for good compensation package or adequate compensation. The mean score was computed and analyzed according to the following scale with its scale description. the faculty is very poorly motivated. people oriented supervision/administration. . and opportunities for professional and personal advancement and social support and congeniality are seldom or poorly acquired in the workplace and gives lethargy to do the job. 1.45 1. an interesting and challenging job. people oriented supervision/administration. The Affective Commitment Scale (ACS).51-2. an interesting and challenging job. The affective commitment variable was measured by the Affective Commitment Scale which was developed by Meyer and Allen (1997).

51-4.50 3 Neither agree Or disagree 2. Moderately Manifested: This indicates that commitment is 41% to 60% manifested by CJC faculty.00-1.51-5.51-2.46 Table 2 Description of the Scale Using the Affective Commitment Scale (ACS) Weight 1 Status Strongly Disagree Interval Scale 1. . 5 Strongly agree 4.51-3.50 Highly Manifested: This indicates that commitment is 61% to 80% by CJC faculty.50 4 Agree 3. 2 Disagree 1.00 Very Highly Manifested: This indicated that commitment is 81% to 100% manifested by CJC faculty. All instruments were tracked down using the codes for each respondent listed in the master list of the researcher.50 Description Very Poorly Manifested: This indicates that commitment is 1% to 20 % manifested by CJC faculty Poorly Manifested: This indicates that commitment is 21% to 40% manifested by CJC faculty.

The college department however put emphasis on attendance to seminars or training by placing points. The Standard Job Performance Rating of two departments was formulated for the purpose of ranking and promotion. The job performance ratings of the faculty are secondary data obtained from the office of the Human Resource Director. and the code of ethics.47 Job Performance Rating. However. the two departments covered the same areas in rating the job performance: teaching/ classroom performance. procedures.point maximum. the researcher developed job performance rating as follow: . performance and completion of related studies and work. The BED used 25-point maximum while the college utilized 50. The job performance Rating Instrument for the BED differs from the college in the point system distribution. For the purpose of this study. however. Professional services and cooperation in upholding unit and school policies in following accepted school rules.

48 Table 3 Distribution of Points and Description of Job Performance Rating Description Excellent Exceeds Expectations Meets Expectations Does not Meet Expectations BED (25 maximum point distribution) Above 24 20-24 15-19 Below 15 College (50 maximum point distribution) 45 and above 35-44 25-34 Below 25 Research Procedure In conducting the research. collating. Likewise. Particularly. the same office was asked for permission in administering the questionnaire. the following steps would be embarked upon: asking permissions from the School President through the Human Resource Director to compose the Basic Education (BED) and College Faculty as respondents of the study. The data for the job performance would be . the Dean of the College and the Principal of the BED was informed of the approved request. retrieving the answered survey forms. and analyzing and interpreting of data and the writing of the final research manuscript. tabulating.

Pearson Product Moment Correlation was used to find the significant relationship between affective commitment of the faculty and each of the indicators of work motivation. . sex. the following statistical tools were employed: 1.49 generated from the BED Principal and the Dean of the College as these are considered ready data or results. civil status and rank. It was likewise utilized to determine the magnitude of relationship between job performance of the faculty and each of the indicators of work motivation. Statistical Treatment The study purposely correlated the motivating indicators as perceived by the full time teaching personnel of Cor Jesu College to their affective commitment and job performance. Mean scores. It determined the varying degree of this motivational indicator in influencing affective organizational commitment and job performance of the teaching personnel. To do this. age. percentages and frequency distribution were utilized to describe the demographic profile of the faculty in terms of organizational tenure. 2.

One-Way ANOVA was used to find whether significant difference exists on work motivation between college faculty and BED faculty in terms of the five (5) motivational indicators. Likewise. All interpretations were based on 0. 2000). it was utilized to test the amount of variance explained by the indicators of work motivation in both affective commitment and job performance of the college and BED faculty.05 alpha level of significance. 4. the Standard Analysis of Variance (ANOVA) was obtained to answer the question of the extent of relationship between/ among two or more variables (Padua. Multiple linear regression was employed to determine the factor of each category of work motivation that greatly affects job performance and affective commitment of the college faculty or BED faculty.50 3. Thus. .

This is essentially concerned with the person¶s emotional attachment to his or her organization and his or her great belief in the values of the organization which strongly affect organizational citizenship behaviors and its intention to stay in the organization. This may be received directly in the form of cash (salary. bonuses. Compensation. Administration and Supervision. Affective commitment. benefits convertible to cash and incentives) or in kinds like uniform allowance or awards received by an employee. implementing policies and their dealings with subordinates. . This pertains to all forms of financial returns and tangible services and benefits receive as part of an employment relationship. This refers to the school administrators¶ style of managing their functions.51 DEFINITION OF TERMS The following terms are defined conceptually and operationally for clear understanding of the research specifically on the findings and interpretation of data.

This is a measure of how a faculty conducts classroom instruction and tasks related to it. Organizational Tenure. upgrading of skills through attending training or seminars or be a speaker to . This refers to the full time basic education and college instructors or teachers working in Cor Jesu College. grading. as well as other work related behaviors required of him or her to display in a job as evaluated against a specific set of criteria. This refers to the other employees working with the individual whether faculty or non-teaching personnel. Job Itself. This refers to the availability and accessibility for the chance to advance professionally such as promoted to a higher rank. creating and modifying enriching classroom activities. This pertains to the number of years or the length of time that an employee worked in the school organization. This pertains to the extent to which job tasks as lecturing. Professional Growth and Development Opportunities. Faculty. Job Performance.52 Co-workers. are considered interesting and permits opportunities for learning and accepting responsibility. etc.

educational advancement for academic leadership. .53 enriching seminars within or outside the school.

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