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

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

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

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

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

accompanying

employment

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

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

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

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

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

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

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

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the research study leans on the idea that whatever is felt and understood by the employees when it comes to compensation, job itself, administration and supervision, professional growth and development opportunities, and its social interaction with 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).

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

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

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

Intrinsic motivators. Mison.org/). . and medical/dental plans are best enjoyed by the employees when they are away from their job. Extrinsic motivators. (i) tactful discipline. job security. (h) personal loyalty to employees.9 feeling of being in on things. 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. sick leave. such as holiday pay. feedback from the supervisor. such as clean restrooms or a nice cafeteria or break room. The most important predictors of retention were career opportunities.worldatwork. benefit the employees while on the job. According to McCoy as cited by Zilmann (2000). The whole problem is the development of attitudes. (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. Although there are various literatures and studies that show how competent motivation is in improving productivity of organizations however. managers can also use intrinsic and extrinsic motivators to increase employee performance and productivity. et al. and (j) sympathetic help with personal problems.

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

pay is a motivator. Gerhard and Milkovich and Newman. people will be concerned with whether their play is a fair reward relative to the rewards received by others. Hali. 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. Arnold. et. (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. and he or she can identify behaviors. Torrington. such theory is not accepted as work motivation theory. From equity or organizational justice theory. However.11 Authorities in organizational behavior books and human resource books inquired if compensation package of a certain company really serves as motivating factors. 2002). Goal setting theory on the other hand. (2002) conducted a study on the performance based pay and found that pay had a stronger impact on individual and corporate performance. In expectancy theory. & Taylor. Milkovich and Newman (2002) opine that pay is one of the more . involves goals that defined in terms of a person¶s behavior and or accomplishments not pay (Robbins 2003. As such. al.

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

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

14 equity with the external market. ( 2000). The General Electric Company. one of the most progressive companies in the world that coped up with the threats of globalization has taken steps to make sure that its compensation system is clear and understandable. . 2004). According to Moorhead and Griffin (2004). 2002). However. 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. Different employers set different pay levels. grant stocks options to selected employees in the group. 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. they deliberately choose to pay above or below what others are paying for the same work. 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. (Moorhead & Griffin. that is. (Malkovich & Newman. Malkovich & Newman. and give a retention bonus to anyone who stayed through March 2000.

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

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. a practice leader at Sibson and Company (an American Compensation Association) announced .worldatwork.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. According to Gerry Ledford. 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). the newest generation to enter the workforce. 2000:http://www. especially with direct financial and career rewards (Johnson. Contrary to the popular wisdom. Another study strengthens the fact that pay is not a motivator especially for the freshmen in the world of world. This group is also less satisfied than its older counterparts. cash rewards and work content are less useful for retaining members of this group than others. is different from other cohorts in some respects. 1998). ³Generation Y´. In short pay was not a motivator because workers were retrenched or resigned from the job because of multiplicity of works (Moorhead & Griffin.org/).

indirect financial rewards (benefits). appealing exchange of rewards from the company in return for the employee¶s motivated effort and continued employment in the firm.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.These findings have prompted more this researcher to find out if compensation is a motivator that influence affective organizational commitment.sibson. affiliation with an admirable organization. He especially noted in the exposition that ³All are necessary for companies that wish to offer and attractive employee value proposition. ³(http//www. satisfying work content. and long-term career opportunities. 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). And job performance since the younger teaching personnel has edge in number in Cor Jesu College. 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 . monetary) rewards.com). that is. It was found that only 15% of employees left their jobs because of inadequate salary and benefits.

a motivator or a negative motivator. such as salary. McCoy as cited by Zillman (2000) strengthened this claim by saying. their goals and their experience of the workplace.successmotivation. Rowland (1996) found that psychological rewards were more important than the economic rewards for their retention. sabbatical) (1997-2005 Profiles International. 20% complained of limited opportunities for advancement. a fair and equitable compensation system can ensure employee¶s trust in management that helps prevent turnover. 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. In the study of nurses who resigned from their jobs. Equally. Jr. (2002). depending on the person. 15% cited inadequate salary and benefits. career change.org/).html) Knight commented (2002) that something. Inc: http://www. may be a hygiene factor.com/concept.worldatwork. (http://www. These claims are agreed by the local author Iñigo. bad management and lack of incentives might be expected to provoke motivational crises in the form of apathy or stress.18 work. 5% were bored with the job 5% cited other reasons (retirement. that .

2007) that job itself is a motivator. Moorhead & Griffin. there is no correlation between monetary rewards and productivity. These huge literatures and studies on compensation strengthened the inquisitive desire of the researcher to investigate more in order to find out if compensation package in school organizations like Cor Jesu College influence the faculty¶s emotional attachment or elicits outstanding performance. Hoy & Miskel.et. With that Robbins (2003) claimed that today¶s progressive workplace is being modified to accommodate the .al. recognition for accomplishment. 2004. To Martires (2002). Job itself Herzberg theorized (Arnold. There are authorities who claim that as employees get older.19 money could be a motivator but not the best because it gives rise to defensive or retaliatory behavior such as union organization. 2005.. challenging work. or executive indifference. increased and growth and development are satisfying factors relating to job itself. achievement. interesting work becomes more of a motivator. poor quality workmanship. According to the study of Lee & Tarce cited by Martires (2002).

20 varied needs of a diverse workforce. Psychologists Frederick Herzberg said that motivation comes from internal stimulus resulting from job content. Reece and Brandt (2002) likewise claimed that . opportunity for achievement. To Knight (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. He has suggested that jobs be enriched to provide challenge. Their chief reward in their job is the work itself. 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. Internal motivations occur when the tasks or duty performed is in itself a reward (Reece and Brandt. Being a good teacher is about personal skill deployed in an environment rich in appropriate affordances. the practices we take for granted and our beliefs what is good are influenced by the contexts in which we are. To Robbins (2003). 2002). 2002). a challenge to their ability and an opportunity for achievement. job challenge for professionals tends to be ranked high. While happiness with working conditions and remuneration are important. not job environment. our expectations as teachers.

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

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

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

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

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

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. Robbins (2003) stressed that professionals place a high level of importance on having skill development opportunities. (2002) on factors prompting the voluntary turnover of nurses working in the private tertiary hospitals at Davao City.P. O. Cooperation to create a professional development plan with clearly defined tracks for advancement and promotion gives employees an incentive to stay with an organization. worker¶s affiliation has no correlation to productivity. In the study of Sr. according to the study of Lee & Tarce as cited by Martires (2002). However. 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. Sando.

that is. the teacher¶s inability to build warm and nurturing relationships in their work communities.27 Although social relationship with co-workers are essential in performance and organizational commitment. 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. disorderly classrooms. positive people. careful monitoring of their ideas. intra-organizational conflicts. were facilitated by value incongruence. In the study of Sinlao (2002). This finding gains . it resulted that there are teachers who need to be motivated through association with successful. which resulted that low feelings of community. and specific community members¶ characteristics contribute much to the teacher¶s low performance due to feelings of inadequacy. such views are negated in the study conducted by Joffres and Haughey (2001). and a record of their spiritual journey. and keeping a journal of their goals. attending classes and seminars. role overload. 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. However.

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

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

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

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

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

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

2. What is the present level of work motivation of the faculty of Cor Jesu College with regard to the following indicators: 2.1 age.4 highest level of education? 2.1 compensation. 1. and 1. 2. Specifically. and .2 job itself.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 2010-2011.4 administration and supervision. 1. What is the demographic profile of the male and female faculty of Cor Jesu College in terms of: 1.3 professional growth and development opportunities. this study attempted to answer the following questions: 1.2 civil status.3 organizational tenure. 2.

and 4. What is the level of the job performance when the faculty is grouped according to 4.2 Basic Education Department (BED)? 5.5 co-workers? 3.3 work motivation indicators and job performance of the college faculty? 7. 6. What is the level of the affective commitment of the faculty? 4.1 College Department.2 work motivation indicators and job performance of the basic education faculty. and 6. Is there significant relationship between the following variables: 6.1 work motivation indicators and affective commitment of the faculty.35 2. Is there a significant difference on the level of faculty¶s work motivation between departments based on each work motivation indicator? 6. What is the extent of relationship between the following variables: .

c. b.3 work motivation indicators and job performance of the college faculty? 8. job itself. administration and supervision.2 work motivation indicators and job performance of the basic education faculty. What human resource development plan can be proposed based on the findings of the study? Null Hypotheses The following null hypotheses are formulated: Ho1: There is no significant difference on the work motivation between college faculty and BED faculty in terms of the following indicators: a. compensation. . and 7.36 7. and e. professional growth and development opportunities. 7. co-workers.1 work motivation indicators and affective commitment of the faculty. d.

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

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

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

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

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

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

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

00 3. hence gives vigor to do the job.50 Highly Motivated (HM) means the faculty¶s need for good compensation package or adequate compensation. opportunities for professional and personal advancement and social support6 and congeniality are mostly or highly acquired in the workplace. an interesting and challenging job. an interesting and challenging job. people oriented supervision/ administration. thus. . 2.51-4. 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.51-3. opportunities for professional and personal advancement and social support and congeniality are fully or extremely acquired in the workplace. provides moderate motivation to the faculty.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. people oriented supervision/ administration. gives vigor to the job. people oriented supervision/administration. an interesting and challenging job.50 Moderately Motivated (MM) means the faculty¶s need for good compensation package or adequate compensation. 4.51-5.

This questionnaire was likewise validated by experts. 1.50 Very Poorly Motivated (VPM) means the faculty¶s need for good compensation package or adequate compensation. . people oriented supervision/administration. There were some questions which were modified by the researcher in order to fit with the respondents being studied. The mean score was computed and analyzed according to the following scale with its scale description. The Affective Commitment Scale (ACS). The affective commitment variable was measured by the Affective Commitment Scale which was developed by Meyer and Allen (1997). an interesting and challenging job.51-2.00-1. 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. 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. an interesting and challenging job. people oriented supervision/administration. the faculty is very poorly motivated.50 Poorly Motivated (PM) means the faculty¶s need for good compensation package or adequate compensation.45 1.

5 Strongly agree 4.51-2.00-1.00 Very Highly Manifested: This indicated that commitment is 81% to 100% manifested by CJC faculty.50 3 Neither agree Or disagree 2.50 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.50 4 Agree 3. . 2 Disagree 1. All instruments were tracked down using the codes for each respondent listed in the master list of the researcher. Moderately Manifested: This indicates that commitment is 41% to 60% manifested by CJC faculty.51-5.46 Table 2 Description of the Scale Using the Affective Commitment Scale (ACS) Weight 1 Status Strongly Disagree Interval Scale 1.51-4.50 Highly Manifested: This indicates that commitment is 61% to 80% by CJC faculty.51-3.

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

retrieving the answered survey forms.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. the Dean of the College and the Principal of the BED was informed of the approved request. Particularly. 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 same office was asked for permission in administering the questionnaire. Likewise. and analyzing and interpreting of data and the writing of the final research manuscript. collating. tabulating.

percentages and frequency distribution were utilized to describe the demographic profile of the faculty in terms of organizational tenure. 2. 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. civil status and rank.49 generated from the BED Principal and the Dean of the College as these are considered ready data or results. It determined the varying degree of this motivational indicator in influencing affective organizational commitment and job performance of the teaching personnel. Mean scores. To do this. It was likewise utilized to determine the magnitude of relationship between job performance of the faculty and each of the indicators of work motivation. the following statistical tools were employed: 1. . sex. age. 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.

Thus. .05 alpha level of significance. 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. 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.50 3. 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. the Standard Analysis of Variance (ANOVA) was obtained to answer the question of the extent of relationship between/ among two or more variables (Padua. Likewise. 4. 2000). All interpretations were based on 0.

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

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

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

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