LEVEL OF EMOTIONALITY AND MOTIVATION OF SELECTED ELEMENTARY

SCHOOL IN GENERAL SANTOS CITY: BASIS FOR ENHANCING TEACHERS

PERFORMANCE AND WORK VALUES

A. Rationale

The past decade has witnessed an increase in research on teacher motivation which has

been proved a crucial factor closely related to a number of variables in education such as

student motivation, educational reform, teaching practice and teachers’ psychological

fulfillment and well-being. To address the constant calls for teacher motivation research, this

paper attempts to pose a comprehensive review of teacher motivation studies conducted from

diversified theoretical perspectives. Five research areas related to teacher motivation research

have been identified: influencing factors of teacher motivation; teacher motivation and

teaching effectiveness; teacher motivation and student motivation; teacher motivation

research across different disciplines; and the instruments for assessing teacher motivation.

Based on a critique of existing literature in terms of theoretical perspectives, research

methodology, research content and concerns about contextual issues, potential directions for

future research are finally proposed.

Whether emotion is universal or social is a recurrent issue in the history of emotion study

among psychologists. Some researchers view emotion as a universal construct, and that a

large part of emotional experience is biologically based. However, emotion is not only

biologically determined, but is also influenced by the environment. Arousal level of actual

and ideal emotions has consistently been found to have cross-cultural differences. In Western

or individualist culture, high arousal emotions are valued and promoted more than low

arousal emotions. Moreover, Westerners experience high arousal emotions more than low

arousal emotions. By contrast, in Eastern or collectivist culture, low arousal emotions are

valued more than high arousal emotions. Moreover, people in the East actually experience
and prefer to experience low arousal emotions more than high arousal emotions. Mechanism

of these cross-cultural differences and implications are also discussed.

The teachers’ emotions are essential part of instructional settings and related to a variety of

important outcomes, such as teachers well-being and health effect1eSS, motivation and

performance. The Positive affective experience in teachers, is Important to learn emotions,

and drives teachers’ emotional experiences j the classroom. Teachers experience a variety of

emotions such as enjoyments pride, anger and frustration, guilt, and anxiety while being in

the classroom Becker E. (2015).

Teachers develop performance style characteristics to their ways of relating to the world,

perceptually as well as cognitively. According to Panda and Mohanty, (2013) the teacher is

the pivot of any education system and the strength of the nation. Teacher commitment has

been one of the most critical factors for the future success of education and schools, and the

commitment of teachers is closely connected to teachers work performance and their ability

to make innovations in the teaching environment and as a result, they are able to integrate

new ideas into their own practice (Aquino, 2013).

The teachers work values are awareness, affective desires, individual needs or wants people

which guide their behavior towards work. The set goals that an individual sought from an

environment play a vital in one’s professional growth and career development. These

satisfactory outcomes that individuals expect to attained through the engagement, and

involvement active participation in work activities. It also drives the motivation of people to

pursue certain task and contribute to the of vision and mission of an organization. The

standards of truthful evaluation: and lastly the perspective of synthesis as relatively

considered as the generality of work values (Aguado et al 2015)

Research Questions

This study will seek to answer the following questions:

1. What is the level of teacher’s emotionality with regard to psychological and

emotions index?

2. What is the level of teachers’ motivation?

3. What is the Teachers’ performance in terms of their performance rating and to

what extent do the respondents observe work values?

4. Is there a significant relationship between teachers’ emotionality motivation

towards teachers performance and work values?

Methodology

The study will used descriptive design, since the study aim to determine the level of

emotionality and motivation of teachers as basis for their performance and work values. The

study will be conducted among the selected public elementary schools in General Santos

City. This locale was chosen because of the population of public elementary schools present

within the district and at the same time it is very convenient to the researcher in terms of

accessibility. The respondents of the study will be the selected public elementary teachers in

selected public elementary schools in General Santos City . Adopted questionnaire will be

used in this study. Descriptive statistics will be used such as mean, percentage and pearson r

moment correlation to answer the given questions.

References

Aguado, C. L., Garcia, O. B., Laguador, J. M., & Deligero, J. C. L. (2015). Teaching

Performance and Extent of Work Values among Faculty Members in one

Asian Maritime Academy. International Journal of Management

Sciences, 5(12), 805- 816.

CAINGAT, N. C. This dissertation of Jessie B. Aquino, entitled “Adversity Quotient,

Leadership Style and Performance of Secondary School Heads and

Commitment to Organizational Values of Teachers in the Province of Tarlac”,

which is prepared and (Doctoral dissertation, University of St. La Salle).

Becker, E. S., Keller, M. M., Goetz, T., Frenzel, A. C., & Taxer, J. L. (2015).

Antecedents of teachers’ emotions in the classroom: an intraindividual

approach. Frontiers in Psychology, 6, 635.