LEVEL OF MOTIVATION AND JOB PERFORMANCE OF THE

TEACHING PERSONNEL IN MATER DEI COLLEGE

______________________________________________

In Partial Fulfillment

Of the Subject

Practical Research 3 (Quantitative Research)

______________________________________________

By:

Añosa, Karl Andrew A.

Balino, Phoebe Gayle F.

Baydal, Chyni B.

Coritico, Sandara C.

Parinasan, Ella V.

Valle, Swit Raniel Rubin B.

APRIL 2022
 ii

APPROVAL SHEET

This research entitled “LEVEL OF MOTIVATION AND JOB

PERFORMANCE OF THE TEACHING PERSONNEL IN MATER DEI COLLEGE”

prepared and submitted by KARL ANDREW A. AÑOSA, PHOEBE GAYLE F.

BALINO, CHYNI B. BAYDAL, SANDARA C. CORITICO, ELLA V. PARINASAN,

SWIT RANIEL RUBIN B. VALLE in partial fulfillment of the subject PRACTICAL

RESEARCH 3 (QUANTITATIVE RESEARCH) is hereby reviewed, accepted, and

recommended for Oral Examination.

JONAH BOLIGAO, LPT

Adviser

JASMIN M. SUMIPO, Ph.D. CHRISTIAN NOEL BLANTUCAS, LPT

Member Member

JAYMIA BOTOY, LPT

Member

Accepted as partial fulfillment of the requirements for the subject PRACTICAL

RESEARCH 3 (QUANTITATIVE RESEARCH).

________________________________________________________________
APPROVAL
APPROVED by the tribunal at the Oral Examination with a grade of PASSED .

JONAH BOLIGAO, LPT

Adviser

JASMIN M. SUMIPO, Ph.D. CHRISTIAN NOEL BLANTUCAS, LPT

Member Member

JAYMIA BOTOY, LPT

Member
 iii

ACKNOWLEDGMENT

The researchers would like to extend their impassioned gratitude and

appreciation to the beautiful lives that have contributed to the completion of this

work with their encouraging and pearls of wisdom, financial and moral support,

shared time and energy, and expressions of care.

Most importantly, to the loving Ruler of the Universe – God, the Almighty,

for making all things possible, for showing the way in searching for truth and

knowledge, and for showering them with hope, faith, and strength during their most

challenging days in this academic undertaking.

To their families, for their unhesitating cooperation whenever they need their

help; to their other source of inspiration, for bringing them joy and comfort when

they needed it the most.

To their research adviser, Ms. Jonah Boligao, for dedicating her time,

knowledge, counsel, and patience to lead them through the whole process of

writing the study.

To the principals and deans for allowing them to conduct this research,

which added to their valuable knowledge and experiences as future professionals.

Last but not least, for those who are involved and had contributed much to

the fulfillment of the research study, participants and all – your support is highly

appreciated.

The Researchers
 iv

DEDICATION

To God, who never left their side when they could have lost the belief in

themselves due to the overwhelming obstacles and weight of matters.

To their families who fed and took care of them while they could not focus

on looking after themselves as they usually would,

To their friends who positively distracted them and helped them keep their

sanity in this knowledge-gaining yet challenging academic experience,

To their research adviser, who gave full support and guidance to them amid

the challenges that the pandemic crisis entails,

To their old selves from the start who thought it was nearly impossible to

complete this, but brave the days anyway,

To their fellow learners who are fighting their way to their dreams of a better

future, one step at a time, in the face of the hardships and pains, notably this

pandemic,

To each and every being who played a part in the completion of this paper,

Know that the researchers dedicate the success of this study to you all.

Thanks to your unending assistance, the sleepless nights, restless days, minor

and significant struggles, and breakdowns all paid off. May this academic paper

provide something meaningful to everyone’s lives.

The Researchers
 v

ABSTRACT

The researchers sought to ascertain the relationship between the Mater Dei
College teaching personnel’s level of motivation and their job performance. The
analysis mainly revolved around the questions: (1) What is the level of motivation
of the teachers of Mater Dei College in terms of intrinsic and extrinsic factors? (2)
What is the job performance of the teachers? (3) Is there a significant relationship
between teacher motivation and teacher performance of the teaching
professionals of Mater Dei College? 45 respondents answered the structured four-
level Likert Scale survey questionnaire through the online medium, Google Forms.
Hard copies were provided, too. The researchers further interpreted the gathered
responses through the help of statistical tools: weighted mean and Pearson
correlation. In light of three relevant theories, namely, FIT-Choice Theory, Self-
Determination Theory, and Expectancy-Value Theory, the researchers highlighted
the two classifications of motivation – intrinsic and extrinsic in analyzing the
collected data. The researchers revealed that teachers in Mater Dei College are
highly-motivated by intrinsic drives such as personal and social utility values and
extrinsic drives such as salaries, benefits, and working conditions. Additionally,
they found out that the teachers’ level of motivation significantly and positively
corresponds with their job performance level. Drawing knowledge from the
findings, the researchers proposed recommendations to boost teachers’
motivation to perform their responsibilities better. First, the administration must
organize and carry out seminars wherein teachers will develop a deeper regard
toward their honorable profession. Second, the administration must consider
giving allowances and offering transportation services to the teaching employees
to alleviate their expenses.

Keywords: Motivation, intrinsic motivation, extrinsic motivation, job performance,

teachers
 vi

TABLE OF CONTENTS

TITLE PAGE……………………………………………………………………… i

APPROVAL SHEET……………………………………………………………... ii

ACKNOWLEDGMENT.………………………………………………………... iii

DEDICATION…………...………………………………………………………... iv

ABSTRACT……………..………………………………………………………... v

TABLE OF CONTENTS.………………………………………………………… vi

LIST OF FIGURES AND TABLES……………………………………………...viii

Chapter

1 THE PROBLEM AND ITS SCOPE…………………………….. 1

INTRODUCTION…………………………………………………. 1

Rationale of the Study…………………………………… 1

Theoretical Background………………………………… 3

THE PROBLEM………………………………………………….. 13

Statement of the Problem………………………………. 13

Significance of the Study..……………………………… 14

RESEARCH METHODOLOGY………………………………… 15

Flow………………………………………………………... 15

Environment…………………………..………………….. 17
 vii

Participants……...………………………………………... 18

Instrument……………….……………………………….. 18

Procedures……………………………………………….. 19

Gathering of Data………………………………… 19

Treatment of Data………………………………... 20

DEFINITION OF TERMS……………………………….………………. 23

2 PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA………………………………………………………………….. 25

3 SUMMARY, FINDINGS, CONCLUSION AND

RECOMMENDATIONS………………………………………………….. 35

Summary………………………………………………………….. 35

Findings……………………………..…………………………….. 36

Conclusion..…………………...………………………………….. 37

Recommendations……………………………………………….. 38

REFERENCES……...…………………………………………………… 40

APPENDICES………...………………………………………………….. 45

Letters……………………………………………………………... 45

Questionnaires…….……………………………………………... 53

CURRICULUM VITAE…………………………………………………… 56
 viii

LIST OF FIGURES AND TABLES

Figure

1 Theoretical Framework………………………………………….. 12

2 Research Flow Chart …….………………………………….….. 16

3 Location Map of Mater Dei College, Tubigon, Bohol……........ 17

Tables

1 Level of Motivation of the Teachers: Intrinsic Motivation…..… 25

2 Level of Motivation of the Teachers: Extrinsic Motivation…… 28

3 Summary of the Level of Motivation of the Teachers.............. 30

4 Job Performance of Teachers………………………..………… 31

5 Significant Relationship between Teacher Motivation

and Teacher Performance of the Teaching Personnel of

Mater Dei College………………………………………………... 33

 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

In the hierarchy of the Philippine educational system, teachers are one of

the most important human resources that should always be taken care of. They

are the ones who do fieldwork of teaching and managing a certain classroom to

be able to come up with quality education that will not only benefit each individual

student but the Philippines as a whole. Teacher motivation, in particular, is now

acknowledged as a critical factor to consider in their employment to ensure

teaching quality, teacher well-being, and student motivation and achievement. In

this regard, Lazarides & Schiefele (2021) posited that teacher motivation is a

critical component of a teacher's professional competence, and it is thought to

have a significant impact on teaching effectiveness and students' academic

growth.

Robbins, Judge, and Sanghi (2016) asserted that motivation is essential

because it improves teacher morale and performance, along with efficiency. In any

school, teachers' conduct can be changed through motivation wherein the level of

motivation varies from person to person and from one situation to another. In light

of the challenges Coronavirus 19 brought about, teachers are confronted with

various obstacles that render teaching personnel demotivated.

 Developing engaged employees is critical for any organization, but it is

especially critical in the Philippine education system, where an engaged employee

will result in a more positive outcome for the benefit of the entire organization as

well as its beneficiaries, who are the students themselves. One of the variables

employed in improving an employee's engagement is via various intrinsic and

extrinsic motivating activities. These things help an employee push their abilities,

produce great work, and be happy at work (Hanaysha 2016).

The government, who recognizes the contribution of teachers to national

development, has attempted to provide teachers with incentives in the form of

various allowances in order to encourage and retain them in the profession (Kelvin,

2016). Despite this, little is known about what motivates teachers and keeps them

in their jobs despite difficulties in the midst of a pandemic. Today, educational

institutions face the bigger problem of keeping their teaching staff motivated to

bring out the best in them. Effective management, particularly at the school level,

is crucial to teacher motivation. Teaching staff are prone to lose their sense of

professionalism if the arrangements and systems in place to manage and support

them are inefficient. Having this said, education leaders must consistently address

the needs, intrinsic and extrinsic, of teachers to foster job engagement and

organizational commitment.

Hence, the purpose of this study was to determine the impact of motivation

on teachers’ work performance in Mater Dei College. The researchers aim to

perceive the motivational factors of the teachers specifically to assess the

relationship between motivation and teachers' job performance.

Theoretical Background

Essentially, teachers and school personnel facilitate the teaching and

learning process based on their efforts and direction in school organization, and

they use their teaching abilities to achieve the desired academic performance

goals. In this regard, there are three main theories related to the impact of

motivation on the performance of the subject of the study. Accordingly, they are

the “FIT-Choice Theory,” “Self-Determination Theory,” and “Expectancy-Value

Theory.”

One notable approach in understanding teachers’ motivations is the FIT-

Choice theory of Watt & Richardson (2007) which stands for Factors Influencing

Teaching as a Career Choice. Further, it is based on expectancy-value theory, to

provide a comprehensive and coherent model to guide systematic investigation

into why people choose to be teachers. Consequently, teachers' perceived

teaching abilities, perceptions of teaching as a fallback career, and three types of

subjective task values are the three primary motivational beliefs outlined by the

FIT Choice theory (Watt & Richardson, 2007). These three task values are made

up of the intrinsic value, a desire to teach, personal utility value, a sense of job

security, time with family, and transferrable skills, and social utility value, a desire

to make a meaningful contribution to the community by working with youth, shaping

youth's future, and enhancing social equity. Needless to say, FIT-Choice

theory provides a comprehensive theoretical and analytical framework as to

understanding why teachers desired to teach. Therefore, the researchers have

adopted this theory for the reason that the components and implications of FIT-
Choice teacher motivations have been studied primarily using quantitative

approaches, similar to broader trends in the teacher motivation literature such

as motivational beliefs and socialization experiences.

Similarly, Edward Deci and Richard Ryan, psychologists, presented the

theory of human motivation called Self-Determination Theory (SDT). In this

context, motivation refers to what drives people to take action. SDT, or Self-

Determination Theory, is a theory that connects personality, human motivation,

and maximum performance. This theory identifies two distinct categories of

motivation depending on the reasons or objectives that lead to an action and these

are intrinsic and extrinsic that are both strong influences in determining who we

are and how we behave (Deci & Ryan, 2012). The most fundamental contrast is

between intrinsic motivation, which refers to doing something because it is

intrinsically fascinating or pleasurable, and extrinsic motivation, which refers to

doing something because it results in a specific consequence. Over three decades

of research, it has demonstrated that the quality of one's experience and

performance can fluctuate dramatically depending on whether one is doing for

intrinsic or extrinsic motives.

Lastly, the expectancy-value (EVT) theory of motivation is often used to

describe the way of thinking about motivation (Wigfield & Eccles, 2002). Several

factors influence motivation, including behavior reinforcement, interests, and

sense of self-efficacy and self-determination. Corresponding to EVT, the

multiplicative product of the subjective expectation of the action's results,

expectancy component, and the subjective value attached to it is the source of

motivation for that behavior, value component. Some teachers, for instance, may

hold high competence beliefs and view teaching as highly relevant and satisfying,

while others hold the same value but feel less competent, or vice versa. The

multiplicative link implies that when a teacher excels at both components,

motivation will be especially high. However, it is possible that the two components

can partially compensate for one another (Trautwein et al., 2012). Adopting an

integrative motivational approach has practical benefits as well. Examining the

primary motivating qualities of EVT, according to Thommen, Sieber, Grob, and

Praetorius (2021) allows for a more complete picture of teacher motivation in the

workplace, which is likely to be more helpful to teachers when introduced in

professional development courses. It would also be possible to see if only teachers

with high levels of all characteristics are capable of providing high-quality

instruction, or if certain characteristics can compensate for others. Specific

motivational profile configurations can have a significant impact on teaching

practices and these profiles could indicate whether motivational characteristics

should be cultivated in general or, in the case of compensatory effects, whether

fostering specific motivational traits is sufficient (Wigfield & Eccles, 2002).

Moreover, all of these will be critical in determining how motivation

influences the performance of the Mater Dei College faculty and staff in their

respective responsibilities as teachers.

Review of Related Literature

Fives & Buehl (2016) asserted that teacher motivation is an important

aspect of a teacher's professional competence, as it has a significant impact on

the quality of instruction and the academic development of students. Moreover,

teachers, without a doubt, have different reasons for entering and staying in the

teaching profession including the desire to make a difference in students' lives,

confidence in their ability to teach, or finding the profession personally rewarding

and several researchers have begun to investigate the relationship between these

beliefs and teachers' classroom effectiveness (Watt & Richardson, 2014).

Discerning deeper, Han & Yin (2016) affirmed that there are two types of

motivation: initiating motivation, which was concerned with the reasons for doing

something, and making a decision to do something and sustaining motivation,

which was concerned with the effort required to keep doing something. As a result,

motivation describes why people decide to do something, how long they are willing

to sustain the activity, and how hard they are willing to pursue it.

According to Dörnyei and Ushioda (2011)'s definitions of motivation, there

are two dimensions of teacher motivation: the motivation to teach and the

motivation to stay in the profession. As a result, teacher motivation encompasses

both the intrinsic motivations for wanting to teach and stay in the classroom, as

well as the degree of teacher motivation, which is determined by the amount of

effort invested in teaching as influenced by a range of contextual circumstances.

However, Kelvin (2016) stated that there appears to be growing concern that an

unacceptably high proportion of teachers are unmotivated as a result of a

combination of low morale and job satisfaction, insufficient control and other

behavioral sanctions, and insufficient incentive. Also, politicians who failed to rely

on the motivation factors that can lead to job performance have influenced poor

teacher motivation.

In the same way, Dessler (n.d.) examined job performance and motivation

from the perspective of a teacher. As being said, motivation is frequently inferred

from the output, the possibility of high motivation but low performance or low

motivation but high performance is frequently overlooked. Consequently, for the

empirically observed relationship between job performance and motivation, the

consequences of either ignoring motivation or treating it as a component of job

performance can be significant. If the effort of teaching is detrimental, ignoring it

can skew the estimated effect of job performance because the effort is supposed

to improve job performance. Therefore, employees are automatically motivated

and put forth their best efforts toward their job performance when they are happy

with their job, work environment, salaries, and benefits, as satisfaction is another

important factor in motivation (Dessler, n.d.). Correspondingly, Davidson (2005)

focused on the role of motivation in primary school teachers providing high-quality

education and offered some recommendations for improving the education system

by increasing teacher motivation.

According to Nadeem et al. (2011), low pay, a lack of facilities, teachers'

social status, mental health and morale, job stress, relationships with coworkers

and principals, and the working environment are all factors that have a significant

impact on female teachers' performance. Whereby, when the social and economic
conditions in the area where the school is located are bad, teachers' motivation is

lowered as there is a link between these motivational factors and the effectiveness

of teachers. As Shuls & Flores stated, teachers are aware of their instruction-

related needs, so they easily determine what the administration must provide for

them. In addition, Butcher & Kritsonis (2007) stated that employees’ satisfaction

with their working conditions results in customer satisfaction. It is because when

teachers are happy with what they receive from their teaching job, it is likely to

function better and more effectively.

Furthermore, Ponnock et al. (2018) investigated the motivational

differences among pre-service teachers (PSTs), early-career, mid-career, and

late-career teachers through FIT-Choice Theory's lens that early-career educators

have the most insignificant social utility value. It is attributable to the initial phase

of classroom management, engagement with the students, and self-efficacy. By

the same token, early-career teachers get shocked by the realization that teaching

– with all the educational and administrative duties, is not what they initially thought

about before entering the field and does not give them many personal benefits;

hence, demotivation builds up. Additionally, other schools that lean more toward

profitability than social responsibility (enlightenment of people) impose pressure

on mid-career teachers through the threat of job loss which may happen if they

cannot perform in the terms laid out by the institution. The researchers concluded

that the teacher's first five years in the field substantially shaped their motivation

level. Ponnock et al. further recommended that school management hire teacher

mentors from in and out of the school to assist teachers in better coping with
everyday struggles like the feeling of isolation, low self-esteem, and job

dissatisfaction.

Similarly, Abós et al. (2018) explored and analyzed the motivation of 584

secondary teachers concerning teaching style, engagement, and satisfaction. The

researchers discovered that highly unmotivated teachers experience burnout and

feel less engaged with their job in its full context as they gradually become

detached from the value of teaching. Consequently, they are the ones who do their

jobs mechanically – unwilling to foster meaningful interactions with co-workers and

students. It is also due to their low expectancy of getting a positive outcome when

giving effort and energy to their tasks. On the one hand, highly motivated teaching

staff tend to perform better than their unmotivated colleagues since they feel that

their needs are satisfied. This result comes from either their intrinsic motivational

drivers, extrinsic motivational factors, or both. They showed more positive regard

for teaching as a job that favors their personal and professional development. They

display a higher sense of autonomy that improves their functioning as educators.

Additionally, they do not feel burdened by the assigned tasks as they personally

enjoy their job; hence, they are less likely to experience burnout. Furthermore,

since they see their job as valuable in society, they recognize that building deep

relationships with co-workers and students is worthwhile. However, when they feel

pressured, they tend also to impose pressure on their students. The researchers

also emphasized the dire need for the provision of support, autonomy, and a

convivial work climate in motivating teachers.

 Teacher motivation is an important factor in improving classroom efficiency.

Additionally, teaching effectiveness has been investigated in terms of teaching

styles, the teacher approaches teaching, teaching practice, and instruction

behaviors in relation to teacher motivation variables since students' learning

results are heavily dependent on the quality of instruction (Han & Yin, 2016). For

instance, Thatcher Day (2021) researched Mathematics teachers’ beliefs and

motivations in light of Expectancy Value Theory and revealed that some

institutional contexts hinder teachers from instructing students effectively. Often,

their instructional choices are constrained; they feel that they do not have the

autonomy to diverge from conventional direct instruction practices. Hence, they

cannot give the all-out performance they can provide students. More so, in the

study of Mustafa and Othman (2010), they have investigated the high school

teachers' perceptions of the influence of motivation on their work performance

wherein it was discovered that there is a positive relationship between teacher

motivation and job performance, including the higher the degree of motivation, the

better the teacher's job performance, or if high levels of motivation are provided to

teachers, their job performance will improve.

Currently, Pressley & Ha (2021) disclosed that the COVID-19 pandemic had

a major impact on schools in 2020, with districts switching to all-virtual education

and grappling with how to return to school safely. The study thereby revealed that

teachers experienced decreased levels of instructional, engagement, and

performance when they returned to teaching. Also, findings suggested that all

teachers had substandard instructional and engagement efficacy than in earlier

studies as to teachers who provide completely virtual education had the lowest

instruction and engagement efficacies among the three instructional techniques

(Pressley & Ha, 2021).

Ultimately, by providing a complete overview of studies on teacher

motivation undertaken from various theoretical and literature viewpoints, this study

aids in the reconceptualization of teacher motivation towards performance. Given

that teacher motivation has been identified as a key determinant of teaching

effectiveness and performance, Han & Yin (2016) expressed that it is especially

beneficial for educational administrators and teachers to develop practical

strategies to increase students' motivation to learn and improve teaching and

learning outcomes. That being said, these discussions will ultimately guide the

researchers by enriching research interest from the current understanding.

 Theories
FIT-Choice Theory (Helen M.G. Watt & Paul W. Richardson
2007)
A theory that looks into motivations for choosing teaching as a
career, teaching self-efficacy, and beginning teacher experiences.
Self- Determination Theory (Edward Deci & Richard Ryan, 1985)
A motivation theory that identifies intrinsic and extrinsic sources of
motivation, as well as the recognition of intrinsic motivation's
dominant significance in individual behavior.
Expectancy-Value Theory (Feather, N. T., 1982)
A theory dissecting why people are motivated to perform specific
activities and focuses on the dual factors of 'expectations for
success' and 'how much you value a task in determining someone's
desire to complete a task.

• The Impact of Motivation on the Performance of the

Teaching Personnel in Mater Dei College

• Teaching Personnel in Mater Dei College

• Proposed Recommendations

Figure 1. Theoretical Framework

 THE PROBLEM

Statement of the Problem

This research study aimed to examine the level of motivation and job

performance of the teaching personnel in Mater Dei College. Moreover, the

researchers sought how significant the relationship between teacher motivation

and job performance in the elementary, high school, and college departments of

Mater Dei College. The following questions were addressed by this research, as

listed below:

1. What is the level of motivation of the teachers of Mater Dei College in

terms of:

1.1 intrinsic motivation, and

1.2 extrinsic motivation?

2. What is the job performance of the teachers?

3. Is there a significant relationship between teacher motivation and

teacher performance in the teaching personnel of Mater Dei College?

Statement of the Hypothesis

The alternative hypothesis tested in this study is:

There is a significant relationship between teacher motivation and teacher

performance in the teaching personnel of Mater Dei College.

Significance of the Study

This study was a remarkable contribution to the broad knowledge of

understanding employee motivation and its relationship on the performance of the

teaching employees of Mater Dei College. Specifically, this study was of great

importance to the following:

Teachers of MDC. The concepts introduced made them aware of the

different motivational factors, extrinsic and intrinsic ones, that have driven them to

be stimulated and determined in achieving the school’s mission, vision, and goals.

MDC Administration. The results presented helped them comprehend how

they are going to effectively motivate their staff for them to efficiently accomplish

their duties for the institution to achieve excellence.

Future Researchers. The notions developed served as a foundation and

guideline in case they conduct a similar study and to check the validity of other

relevant information.
 RESEARCH METHODOLOGY

Research Design

The design pursued in this study was correlational, a non-experimental one,

under the quantitative type of research. Correlational design was employed in

establishing relationships between variables in populations which also aims to

generate representative data permitting generalizable findings apropos of the

population (Curtis et al., 2016). In this academic paper, the researchers sought to

measure and understand the statistical correspondence between two variables,

namely, the performance of Mater Dei College's teaching personnel and their

motivation level. The researchers gathered the data by distributing survey

questionnaires to the respondents via Google forms and furnishing hard copies of

them, then precisely analyzed and interpreted the data to come up with a

quantitative description of the motivation and their relationship to the performance

of Mater Dei College teachers.

Research Flow

Figure 2 on page 16, showed the flow of the research study. It consisted of

three parts and these were the input, process, and output as shown. The input

contained the sources of data such as the relationship of motivation to the

performance of the teaching personnel in Mater Dei College in terms of intrinsic

and extrinsic motivation. The process included the gathering of data, tabulation of

data, presentation of data, analysis of data, and interpretation of data. Lastly, the

output consisted of recommendations of the researchers.

 INPUT

Level of Motivation and Job

Performance of the Teaching Personnel
in Mater Dei College
1. Intrinsic Motivation
2. Extrinsic Motivation

PROCESS

Data Collection
Tabulation of Data
Presentation of Data
Analysis of Data
Interpretation of Data

OUTPUT

Proposed Recommendations

Figure 2. Research Flow Chart

Research Environment
This study was conducted in Mater Dei College (MDC), a Roman Catholic

institution situated in Cabulijan, Tubigon, Bohol. As a private and co-educational

institution composed of three departments – elementary, high school, and college,

MDC is home to competent teaching professionals that provide quality education

to students. Given the Coronavirus 19 pandemic, the researchers decided to throw

light on the performance and motivation level of the teaching personnel of the

institution, as it is closely associated with the standard of education that students

get, particularly in the employment of new learning and teaching arrangements.

The accessible pool of participants influenced the researchers into choosing

the MDC teachers as the primary participants – employing convenience sampling

technique. The researchers believe that by confining their research environment

in MDC, they would be able to gather data more efficiently.

Figure 3. Location Map of Mater Dei College, Tubigon, Bohol

Research Participants

In the study, the participants were the teachers of Mater Dei

College, Tubigon, Bohol, from the elementary, high school, and college

departments. Therefore, the study utilized a convenient sampling method in

getting the participation of forty-five teachers, 15 from the elementary department,

15 from the high school department, and 15 from the college department ensuring

that each of them will qualify for this condition: 1) that they are currently teaching

in the said educational institution. The participants were the MDC teachers to focus

on their motivation because it is relevant to them as they continue to provide

necessary interventions to discover and enhance the full potentials of the learners.

In addition, the researchers were able to efficiently coordinate with the participants

due to geographical advantage.

Research Instrument

The main instrument in the study was a structured survey questionnaire.

The research questionnaire which assessed the motivation of teachers was

retrieved from the research study “Role of Motivation in Teacher’s Job

Performance in Public and Private Secondary Schools in Tabora Municipality”

while the Individual Work Performance Questionnaire (IWPQ) was utilized to

evaluate the performance of teachers. The first part encompassed the different

motivational factors in a detailed structure. It focused on intrinsic and extrinsic

motivations. And the second part consisted of statements quantifying the

performance of teachers. These variables were then subdivided into sub-

statements, with respondents who rated their opinions in the form of a 4-point
Likert scale. In essence, the instrument determined whether respondents have

very high, high, low, and very low motivation and performance in each of the sub-

statements. The purpose was to measure if there is a relationship between

motivation and performance among MDC teachers. The structured research

questionnaire aided the researchers to easily tabulate and quantify the data

collected from the respondents and which produced quantifiable responses. The

scale is interpreted in the following manner:

3.25 – 4.00 Very High (VH)

2.50 – 3.24 High (H)

1.75 – 2.49 Low (L)

1.00 – 1.74 Very Low (VL)

Research Procedures

The following phases were undergone in order for the study to be

accomplished, generalized, and concluded:

Gathering of Data

In order to complete the study, the researchers submitted the survey

questionnaire to their thesis supervisor for assessment and permission before

disseminating the said questionnaire. The researchers primarily arranged request

consent to conduct the study via a transmittal letter for approval to the elementary

principal, high school principal and the college deans, and informed them of the

purpose of this study. After which, the questionnaire was distributed to 45

respondents who are presently teaching at Mater Dei College by sending them a

link to an online Google form and providing a hard copy of the questionnaire to

collect the necessary data regarding the relationship between motivation on

teachers’ performance. The researchers, who have access to the submitted forms

and answered questionnaires, compiled all of the data sent among the participants

and tabulated, analyzed, and interpreted the data to provide a reliable result.

Treatment of Data

The survey respondents' responses were collected, classified, and tallied.

The researchers sorted the data and evaluated it to come up with an intellectual

response to the impact of motivation on the teacher’s performance in Mater Dei

College. The data from the respondents were analyzed and tabulated by the

researchers using a statistical approach. The researchers also determined the

average value of the students' responses.

To obtain answers to the study questions, the following statistical formula

were employed to process the data:

1. Weighted Mean

This treatment was utilized in this study to treat the results from the

questionnaire, which pertains to their level of motivation in terms of intrinsic and

extrinsic motivation, as well as the teachers’ job performance.

Formula:

∑𝑥
𝑀𝑤 =
𝑁
 Whereas:

𝑀𝑤 = is the weighted mean

∑𝑥 = Total frequency of responses

𝑁 = Total number of respondents or sample size

Interpretation:

3.25 – 4.00 Very High (VH)

2.50 – 3.24 High (H)

1.75 – 2.49 Low (L)

1.00 – 1.74 Very Low (VL)

2. Pearson’s Correlation Coefficient

This was used to see if there is truly a significant relationship between the

participants' motivation in their performance after the findings have been treated

with weighted mean.

Formula:

𝑛(Σ𝑋𝑌) − (Σ𝑋)(Σ𝑌)
𝑟=
√[𝑛(Σ𝑋 2 ) + (Σ𝑋)2 ] [𝑛(Σ𝑌 2 ) + (Σ𝑌)2 ]

To get the Pearson’s Correlation Coefficient (PCC), let X and Y be the

variables. X will be the level of motivation and Y be the job performance.

Where:

r = correlation coefficient;

n = number of paired observations;

Σ𝑋𝑌 = sum of products of paired X and Y values;

Σ𝑋 2 = sum of squared X values;

Σ𝑌 2 = sum of squared Y values;

Σ𝑋 = sum of X values; and

Σ𝑌 = sum of Y values.
 DEFINITION OF TERMS

To ensure a better and explicit understanding of the concepts introduced

in the study, the following terms are further defined operationally:

Extrinsic Motivation – a form of motivation is driven by external factors, rewards,

or other incentives like money, praise, or fame which encourages teachers to do

their work.

Intrinsic Motivation – a person’s behavior when it’s driven by personal satisfaction,

doing something purely because it’s fun or enjoyable.

Job Performance – refers to how the teachers perceived their behavior in the

workplace and how they think they perform their job duties obligated to them.

Job Satisfaction – refers to how well a job provides fulfillment of a need or want,

or how well it serves as a source or means of enjoyment which employees feel

positively or negatively about their jobs.

Motivation – refers to the general desire or willingness of workers to do their job

well and accomplish personal and organizational goals.

Motivational Factors – refer to the strategies, incentives, recognition, and any other

elements that increase an employee’s overall motivation to perform their duties at

work.

Motivation Level – the level of energy, commitment, and creativity that school

teachers bring to their job.

Personnel – refers to the teaching staff who are employed in a school and perform

services in the school on a contractual basis.

Teaching Effectiveness – the extent that students’ performance improves after a

period of instruction in a manner consistent with the goals of instruction.

 Chapter 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter highlights the presentation, analysis, and interpretation of

the data obtained. It summarizes the data collected regarding the correlation

between the level of motivation of teaching personnel in Mater Dei College

and their job performance. The study underlines the intrinsic and extrinsic as the

two primary classifications of matters that motivate the teaching personnel.

Table 1

Level of Motivation of the Teachers: Intrinsic Motivation

Intrinsic Motivation Mean Interpretation

1. Teaching is the career job that satisfies me. 3.40 Very High

2. I enjoy teaching as a profession. 3.58 Very High

3. Teaching is a good profession. 3.76 Very High

4. Teaching is a competitive profession. 3.33 Very High

5. Teaching gives me recognition and respect from the
3.67 Very High
community.
6. I have the prospect for career development in the
3.51 Very High
teaching profession.
7. The responsibilities I perform give a sense of control
3.07 High
over others.
8. Teaching is one of my goals in life. 3.33 Very High

9. I am responsible to the community as a teacher. 3.53 Very High

10. Teaching enables me to interact and develop
3.67 Very High
relationships with people from many areas.
Composite Mean 3.48 Very High
 Table 1 detailed the level of motivation of the teaching personnel in Mater

Dei College when it comes to self-motivated matters like their personal utility value

and desire to teach. The composite mean of 3.48 indicated that the teaching

personnel is intrinsically highly motivated. It supported the notion that the teaching

personnel of Mater Dei College is motivated enough to pursue this noble

profession. Furthermore, statement 3 (Teaching is a good profession.) garnered

the highest score of 3.76 from the 45 respondents, suggesting that Mater Dei

College teachers view their occupation as a purposeful one, especially for the

community. Notwithstanding it, statement 7 (The responsibilities I perform give a

sense of control over others) garnered the least score of 3.07 from the

respondents. Though slightly less than the other statements, it was still an

indication that the majority of the teaching personnel of Mater Dei College view

their job as a way to influence other people.

The results concur with that of Abos et al. (2018), showing that the teachers

perceive their job as valuable in society, which is why they feel motivated to

perform better. They personally find pleasure in establishing necessary

connections with the students and their coworkers, so they do not see it as a

burden. However, when their sense of autonomy is hampered, it becomes

challenging for them to perform effectively. Furthermore, the results also coincided

with Watt & Richardson's FIT Choice Theory, which proposed that the teaching

profession's personal and social utility value are two crucial intrinsic motivators that

push individuals to choose teaching as a career. As the respondents agreed, the

ability to significantly contribute to society through shaping the youth's minds is a

source of inspiration for them. Watt & Richardson stated in their study that making

meaningful contributions is another reason why teachers persist longer in this

profession, as they desire to become leaders in the educational development of

the society. They believed that these individuals might have looked up to other

teaching professionals who influenced them in the past, which is why they believe

in the power and beauty of their job.

The mean scores in all statements fall under "very high," which signified that

the thing that motivates teaching personnel of Mater Dei College was deep-rooted,

as they find the job per se a good line of work. The opportunity to work with the

children and adolescents of the society who are known leaders of the future played

a factor in their inclination to choose the teaching profession. In comparison with

other professions, they viewed teaching as a competitive and honorable job.

Further, it allowed them to interact with and create relationships with others. In the

FIT Choice Theory, social and personal utility values, social influences, and self-

perceptions were motivational elements of the teachers’ choice of pursuing a

teaching career.
Table 2

Level of Motivation of the Teachers: Extrinsic Motivation

Extrinsic Motivation Mean Interpretation

1. I am paid a salary that solves daily life. 2.98 High

2. The teachers are provided allowances such as
1.96 Low
transport, food, and accommodation
3. I receive my salary on time. 3.40 Very High
4. My institution adopts a democratic and participatory
3.07 High
approach towards management and supervision.
5. The institution where I work is not exposed to any
3.33 Very High
danger that may cause health problems.
6. The administrator provides financial assistance to
3.27 Very High
teachers.
7. My colleagues help each other in the workplace. 3.40 Very High

8. Teachers who perform well are given rewards. 2.78 High

9. The school administrator gives leave to teachers. 2.87 High

10. Teachers are given free medical care in case of ill
2.67 High
health.
Composite Mean 2.97 High

Table 2 showed the level of motivation of the teaching personnel in Mater

Dei College when it comes to external factors such as rewards and benefits. The

composite mean of 2.97 suggested that the teaching personnel of Mater Dei

College are also extrinsically motivated in fulfilling their roles and responsibilities

as educators. The result was an attestation that monetary and non-monetary

rewards and benefits are vital in keeping the teaching personnel inspired to work.

Additionally, statements 3 (I receive my salary on time.) and 7 (My colleagues help

each other in the workplace.) both garnered the highest score (3.40) among the
statements. It was a reasonable implication that the relationships among the staff

of Mater Dei College are healthy, leading to ease of communication and

meaningful collaboration among teaching personnel. A sound workplace

environment is deemed crucial for fostering better unity in attaining corporate goals

and objectives in other organizations. Furthermore, statement 3 showed that

teachers appreciate the management's ability to compensate them on time.

On the other hand, statement 2 (The teachers are provided allowances such

as transport, food, and accommodation.) garnered the least score of 1.96. It

implied that the institution does not provide transport and food allowances to its

teaching personnel, which also means that it is not among the factors that

contribute to the motivation level of most of the respondents.

The mean scores per statement mainly fell under "high," which signified that

the teaching personnel of Mater Dei College was truly motivated by external

matters like benefits and rewards. Like Ponnock et al. (2018) asserted in their

research, teachers might be confronting various extrinsic and intrinsic problems

that demotivate them to perform well in the field, such as isolation, low self-esteem,

and job dissatisfaction. The results further corresponded to the FIT Choice Theory

(Watt & Richardson, 2007), which asserts that the returns gained from the teaching

profession, such as salary and social status, motivate teachers, too. According to

the proponents, aside from intrinsic value, the extrinsic value that the career

provides was significant in the choice to pursue teaching. It includes the amount

of compensation they get and the measurable impact of what they do on the

learners’ knowledge acquisition. Further, teachers need a high social status which
validates their effort for community development in comparison with other

professions. The results also corroborated with Self-Determination Theory (Deci &

Ryan, 2012) which postulated that humans are more motivated when they know

that doing a task will give them rewards. Aside from the collaborative work

environment they belong to, teachers are highly satisfied with the on-time payment

of their salary, which was the monetary product of their efforts and dedication to

fulfill their responsibilities and roles as educators.

Table 3

Summary of the Level of Motivation of the Teachers

Factors Affecting Weighted

Interpretation Rank
Teachers’ Motivation Level Mean
Intrinsic Motivation 3.48 Very High 1
Extrinsic Motivation 2.97 High 2
Overall 3.23 Very High

The table summarized the level of motivation of the teaching personnel in

Mater Dei College. The data apparently indicated that intrinsic factors, in

comparison with extrinsic factors, contributed more to the motivation level of the

respondents. Taking note of the FIT Choice theory, the data suggested that

personal and social utility weighs more for MDC teachers than the material benefits

it gives, such as compensation and benefits. In light of the Self-Determination

Theory, the data implied that MDC teachers are performing well to meet their

intrinsic and extrinsic motives, which lean more on intrinsic motivation according

to their responses. Lastly, in view of the expectancy-value (EVT) theory, it can be

inferred that MDC teachers excel both at the expectancy and value components
of motivation. Moreover, as Thommen, Sieber, Grob, and Praetorius (2021) stated

in their study, it will lead to a more practical instruction performance.

Table 4

Job Performance of Teachers

Job Performance Mean Interpretation

1. I managed to plan my work so that I finished it on
3.42 Very High
time.
2. My planning was optimal. 3.22 High
3. I kept in mind the work results I needed to achieve
3.42 Very High
in my work.
4. I was able to separate main issues from side
3.49 Very High
issues at work.
5. I knew how to set the right priorities. 3.47 Very High
6. I was able to carry out my work efficiently. 3.42 Very High
7. I managed my time well. 3.18 High
8. Collaboration with others was very productive. 3.51 Very High
9. On my own initiative, I started new tasks when my
3.53 Very High
old tasks were completed.
10. I took on challenging tasks when they were
3.27 Very High
available.
11. I worked on keeping my job-related knowledge up-
3.29 Very High
to-date.
12. I worked on keeping my work skills up-to-date. 3.36 Very High
13. I came up with creative solutions for new problems. 3.24 High
14. I took on extra responsibilities. 3.22 High
15. I continually sought new challenges in my work. 3.22 High
16. I actively participated in work meetings and/or
3.40 Very High
consultations.
17. I did more than what was expected of me. 3.22 High
18. I actively looked for ways to improve my
3.56 Very High
performance at work.
Composite Mean 3.36 Very High

Table 4 detailed the self-assessed job performance of the teaching

personnel in Mater Dei College. The composite mean of 3.36 strongly suggested
that the teaching personnel are functioning effectively – which was majorly due to

self-initiated practices and efforts. Many of them employed planning and time

management to finish tasks at their required date. In addition, statement 18 (I

actively looked for ways to improve my performance at work.), which garnered the

highest mean score of 3.56, indicated that the teaching personnel takes good

action to improve oneself without needing a higher officer to require them first.

They valued personal and professional development, like what Abós et al. (2018)

concluded in their study. It also supports Thatcher’s research (2021) which stated

that with sufficient autonomy granted to teachers, they can discover and develop

ways through which they can better function as educators. On the other hand,

statement 7 (I manage my time well.) got the least score of 3.18. Nevertheless, it

did not, in any way, imply that the teaching personnel has poor time-management

skills. In fact, it still obtained a high weighted mean score. But if this trait worsens,

it might negatively affect the performance of a teacher; it may also result in

unwanted pressure Abós et al. (2018).

The mean scores per statement fell under "very high," which signified that

the teaching personnel of Mater Dei College evaluated their performance as

satisfactory. As the FIT Choice Theory (Watt & Richardson, 2007) claimed, the

perceived teaching ability of teacher was among the factors that motivate them

with their job. A teacher who regarded her ability to teach as competent enough to

instill academic learning to its students was conducive to their choice of pursuing

the career. Conversely, a teacher that viewed its professional knowledge and skills

as insufficient was most likely to quit its work. Thus, it is vital for teachers to see
academic growth in their students to confirm their teaching competence and

performance effectiveness. The ability to make a significant and responsible

contribution to society by successfully influencing the mindsets of the youth

inspires them to a great extent.

Table 5

Significant Relationship between Teacher Motivation and Teacher Performance

of the Teaching Personnel of Mater Dei College

Correlational Decision
Variables Coefficient p- Value on Null Relationship
(r-Value) Hypothesis

Motivation
0.699707 0.000000089 Reject Significant
Job
Performance
Significance Level = 0.05

Table 5 demonstrated the averaged mean scores of intrinsic and extrinsic

motivations as related to the teaching performance of the students. When

calculated against job performance, intrinsic and extrinsic motivation yielded a high

positive correlation. From the correlations table, it can be seen that by relating the

averaged motivation (intrinsic and extrinsic) and job performance, the correlation

coefficient (r) is equal to 0.699707 indicating a strong relationship between the two

variables. Since the p-value of 0.000000089 is less than the significance level of

0.05, the null hypothesis is rejected. Thus, it proves that the teaching staff of Mater

Dei College are motivated by internal drivers and external influences. Despite the
difficulties engendered by the pandemic, the teaching staff of Mater Dei College

remained motivated in their job.

In essence, the result served as a ground to accept the alternative

hypothesis. The results substantiated the Expectancy-Value Theory of Motivation

(Wigfield & Eccles, 2002), which claimed that people are motivated as a result

of both intrinsically (deep-rooted value) and extrinsically (expectation) factors. The

findings showed that the teaching personnel is intrinsically motivated as they feel

a sense of honor with their teaching career and its participation in nation-building.

It also showed that the administration is doing an adequate job in keeping the

teaching personnel motivated through extrinsic factors like enough compensation

and a sound working environment. Thus, the teachers' high level of motivation

results in excellent teaching performance that benefits the students. It is, therefore,

vital for the human resource department of Mater Dei College to make the teachers

feel that the institution values them and their welfare (Butcher & Kritsonis, 2007).

Through it, Mater Dei College would be able to retain employees that match their

efforts to fulfill the school's vision. As Shuls & Flores stated, teachers who find

satisfaction due to the school's provision and support for career growth and

development and other benefits that encourage health and wellness most likely

stay at the school and partner with it for future success.

In essence, the job performance of the teaching personnel of Mater Dei

College significantly corresponded with the level of motivation they receive from

their desired outcomes and from the inherent value they perceive those outcomes

hold.
 Chapter 3

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter imparted a summary of the study in light of the findings that

were presented, analyzed, and interpreted in the previous chapter. The previous

chapters' interpretation of data acquired and discussed was used to draw

conclusions. Finally, some recommendations relevant to the issues and concerns

are provided.

Summary

This academic paper primarily focused on determining the job performance

of the teaching personnel in Mater Dei College in correlation with their level of

motivation. Furthermore, in assessing the level of motivation of the teaching

personnel, the researchers placed emphasis on the two categories of motivation:

intrinsic and extrinsic drive.

In detail, it sought to determine the level of motivation of the teachers of

Mater Dei College in terms of intrinsic and extrinsic factors as well as their job

performance as teachers of the said institution. In addition, the research assessed

if there is a significant relationship between the two variables, teacher motivation

and job performance, in the teaching personnel of Mater Dei College.

The researchers took a quantitative approach to the investigation, opting

for a correlational design that best suited the study's objectives. In determining the

level of motivation and job performance of the teachers, the study utilized a lifted

survey questionnaire from the study “Role of Motivation in Teachers’ Job

Performance in Public and Private Secondary Schools in Tabora Municipality,” and

a standardized questionnaire Individual Work Performance Questionnaire (IWPQ)

which was distributed to and answered by 45 teachers (15 from the Elementary

Department, 15 from the High School Department, and 15 from the College

Departments) via the Google Forms platform and furnishing of hard copies. The

data was tallied, organized, and statistical computation and analysis were used to

treat it. The researchers recognized the significant association between the job

performance of Mater Dei College's teaching professionals and their degree of

motivation by using Weighted Mean and Pearson Correlation as main analysis

tools.

Findings

After interpreting and summarizing the gathered data, the findings of the

study are as follows:

1. Level of Motivation of the Teachers of Mater Dei College

1.1 Intrinsic Motivation

Intrinsic motivation garnered a composite mean of 3.48.

Furthermore, statement 3 (Teaching is a good profession) garnered the

highest score of 3.76 from the 45 respondents.

1.2 Extrinsic Motivation

Extrinsic motivation garnered a composite mean of 2.97 while

statement 3 (I receive my salary on time) and statement 7 (My colleagues

 help each other in the workplace.) garnered the highest score 3.40 among

the statements.

2. Job Performance of the Teachers

Teachers’ job performance garnered a composite mean of 3.36 while

statement 18 (I actively looked for ways to improve my performance at

work.) garnered the highest mean score of 3.56.

3. Relationship between Teacher Motivation and Performance

There is a significant relationship between the level of motivation of

the teaching personnel in Mater Dei College and their performance in their

roles and responsibilities.

Conclusion

Based on the findings, the researchers concluded that both intrinsic and

extrinsic factors influence teachers' job performance. Hence, there is a relationship

between motivation and job performance. Inherently unmotivated teachers and

those who are extrinsically dissatisfied because no returns are obtained from their

hard work will not perform as well as those who are naturally inspired by their work.

On the other hand, when the level of motivation of teachers is high, it is most likely

that they will be able to teach the students better – a crucial foundation for the

building of the nation and improvement of the school as a valuable learning center.
Recommendations

The researchers propose the recommendations hereunder to the key

stakeholders of this study:

1. It is recommended that positive engagement by teachers be maintained in

order for them to perform better toward the outstanding level, demonstrating

organizational efficiency, effectiveness, and timeliness. They must create a

happy environment through developing professional relationships with co-

workers.

2. Teachers should be encouraged to pursue professional development

training activities, as these would not only promote increased knowledge in

instructional planning, the teaching-learning process, and classroom

management but also higher positions in the field of teaching, which would

equate to a higher salary rate, increasing their level of motivation.

3. The administration has to conduct seminars that will instill in teachers the

unmatched pride and honor that teaching entails as a profession. It has to

discuss how this line of work will contribute to their betterment as active

agents of society so that they will see teaching as a beautiful lifetime career,

which will enable them to positively influence the life of others, particularly,

of the students. The seminar may center on topics like leadership and

effective classroom management.

4. The administration must continue giving salaries on time and extra benefits

that will alleviate some aspects of the life of the teachers (i.e., medical care

for physical and mental wellness) and should also provide meal allowances
 for teachers even once a week to help them financially or offer shuttle

services to ease transportation expenses.

5. Future researchers must expand the scope of the study by getting the

perspective of other education key stakeholders (students, parents,

coordinators, management) or exploring other factors hampering motivation

to perform effectively. They must increase the number of respondents who

will participate in obtaining a more accurate analysis of the level of

motivation of teachers.
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 APPENDICES

Mater Dei College

Cabulijan, Tubigon, Bohol

March 2022

Dear Participants:

Greetings of joy and peace!

We, the researchers from Grade 12 ABM of Mater Dei College, are currently
enrolled and undertaking the subject Practical Research 3. Presently, we are
conducting research entitled “Level of Motivation and Job Performance of the
Teaching Personnel in Mater Dei College” as a prerequisite of the subject. Hence,
it is part of the requirements to gather data from the selected research participants.

In this regard, we are humbly asking for your precious time, effort, and
honesty in answering our questionnaire. Rest assured that we will treat the data
with the utmost confidentiality. Your positive response to this request of ours will
be highly appreciated as it will be a valuable contribution to the success of the
study.

Thank you very much for your time and cooperation.

Respectfully yours,

(Sgd.) Añosa, Karl Andrew A.

(Sgd.) Balino, Phoebe Gayle F.
(Sgd.) Baydal, Chyni B.
(Sgd.) Coritico, Sandara C.
(Sgd.) Parinasan, Ella V.
(Sgd.) Valle, Swit Raniel Rubin B.

Noted by:

JONAH D. BOLIGAO
Research Adviser
 Mater Dei College
Cabulijan, Tubigon, Bohol

March 4, 2022

MRS. VIVIEN D. MASCARIÑAS

Principal, Elementary Department
Mater Dei College
Cabulijan, Tubigon, Bohol

Dear Mrs. Mascariñas:

Warm greetings!

We are Grade 12 Accountancy, Business, and Management (ABM)

students of Mater Dei College. In partial fulfillment of our subject Practical
Research 3, we are currently undertaking research on “Level of Motivation and
Job Performance of the Teaching Personnel in Mater Dei College”. In this regard,
we would like to ask for your acquiescent consent for us to conduct the said
research.
With regard to this, we would like to request permission from your respected
office that some teachers of the Elementary Department shall take part in our study
as participants. We would be grateful if you would enable us to pursue this
research and conduct surveys with our study participants.
Your approval of our request is highly anticipated.

Respectfully yours,

(Sgd.) Añosa, Karl Andrew A.

(Sgd.) Balino, Phoebe Gayle F.
(Sgd.) Baydal, Chyni B.
(Sgd.) Coritico, Sandara C.
(Sgd.) Parinasan, Ella V.
(Sgd.) Valle, Swit Raniel Rubin B.

Noted by:

JONAH D. BOLIGAO
Research Adviser

Approved by:

MRS. VIVIEN MASCARIÑAS

Principal, Elementary Department
 Mater Dei College
Cabulijan, Tubigon, Bohol

March 4, 2022

DR. JASMIN M. SUMIPO

Principal, High School Department
Mater Dei College
Cabulijan, Tubigon, Bohol

Dear Dr. Sumipo:

Warm greetings!

We are Grade 12 Accountancy, Business, and Management (ABM)

students of Mater Dei College. In partial fulfillment of our subject Practical
Research 3, we are currently undertaking research on “Level of Motivation and
Job Performance of the Teaching Personnel in Mater Dei College”. In this regard,
we would like to ask for your acquiescent consent for us to conduct the said
research.
With regard to this, we would like to request permission from your respected
office that some teachers of the High School Department shall take part in our
study as participants. We would be grateful if you would enable us to pursue this
research and conduct surveys with our study participants.
Your approval of our request is highly anticipated.

Respectfully yours,

(Sgd.) Añosa, Karl Andrew A.

(Sgd.) Balino, Phoebe Gayle F.
(Sgd.) Baydal, Chyni B.
(Sgd.) Coritico, Sandara C.
(Sgd.) Parinasan, Ella V.
(Sgd.) Valle, Swit Raniel Rubin B.

Noted by:

JONAH D. BOLIGAO
Research Adviser

Approved by:

DR. JASMIN M. SUMIPO

Principal, High School Department
 Mater Dei College
Cabulijan, Tubigon, Bohol

April 28, 2022

MRS. ROSARIO POLIGRATES

Dean, College of Nursing
Mater Dei College
Cabulijan, Tubigon, Bohol

Dear Mrs. Poligrates:

Warm greetings!

We are Grade 12 Accountancy, Business, and Management (ABM)

students of Mater Dei College. In partial fulfillment of our subject Practical
Research 3, we are currently undertaking research on “Level of Motivation and
Job Performance of the Teaching Personnel in Mater Dei College”. In this regard,
we would like to ask for your acquiescent consent for us to conduct the said
research.
With regard to this, we would like to request permission from your respected
office that some teachers from your department shall take part in our study as
participants. We would be grateful if you would enable us to pursue this research
and conduct surveys with our study participants.
Your approval of our request is highly anticipated.

Respectfully yours,

(Sgd.) Añosa, Karl Andrew A.

(Sgd.) Balino, Phoebe Gayle F.
(Sgd.) Baydal, Chyni B.
(Sgd.) Coritico, Sandara C.
(Sgd.) Parinasan, Ella V.
(Sgd.) Valle, Swit Raniel Rubin B.

Noted by:

JONAH D. BOLIGAO
Research Adviser

Approved by:

MRS. ROSARIO POLIGRATES

Dean, College of Nursing
 Mater Dei College
Cabulijan, Tubigon, Bohol

April 28, 2022

DR. MARIA NYMPA S. RESERVA

Dean, College of Education
Mater Dei College
Cabulijan, Tubigon, Bohol

Dear Dr. Reserva:

Warm greetings!

We are Grade 12 Accountancy, Business, and Management (ABM)

students of Mater Dei College. In partial fulfillment of our subject Practical
Research 3, we are currently undertaking research on “Level of Motivation and
Job Performance of the Teaching Personnel in Mater Dei College”. In this regard,
we would like to ask for your acquiescent consent for us to conduct the said
research.
With regard to this, we would like to request permission from your respected
office that some teachers from your department shall take part in our study as
participants. We would be grateful if you would enable us to pursue this research
and conduct surveys with our study participants.
Your approval of our request is highly anticipated.

Respectfully yours,

(Sgd.) Añosa, Karl Andrew A.

(Sgd.) Balino, Phoebe Gayle F.
(Sgd.) Baydal, Chyni B.
(Sgd.) Coritico, Sandara C.
(Sgd.) Parinasan, Ella V.
(Sgd.) Valle, Swit Raniel Rubin B.

Noted by:

JONAH D. BOLIGAO
Research Adviser

Approved by:

DR. MARIA NYMPA S. RESERVA

Dean, College of Education
 Mater Dei College
Cabulijan, Tubigon, Bohol

April 28, 2022

MR. EDGARDO BUHAYANG

Dean, College of Accountancy, Business and Management
Mater Dei College
Cabulijan, Tubigon, Bohol

Dear Mr. Buhayang:

Warm greetings!

We are Grade 12 Accountancy, Business, and Management (ABM)

students of Mater Dei College. In partial fulfillment of our subject Practical
Research 3, we are currently undertaking research on “Level of Motivation and
Job Performance of the Teaching Personnel in Mater Dei College”. In this regard,
we would like to ask for your acquiescent consent for us to conduct the said
research.
With regard to this, we would like to request permission from your respected
office that some teachers from your department shall take part in our study as
participants. We would be grateful if you would enable us to pursue this research
and conduct surveys with our study participants.
Your approval of our request is highly anticipated.

Respectfully yours,

(Sgd.) Añosa, Karl Andrew A.

(Sgd.) Balino, Phoebe Gayle F.
(Sgd.) Baydal, Chyni B.
(Sgd.) Coritico, Sandara C.
(Sgd.) Parinasan, Ella V.
(Sgd.) Valle, Swit Raniel Rubin B.

Noted by:

JONAH D. BOLIGAO
Research Adviser

Approved by:

MR. EDGARDO BUHAYANG

Dean, College of Accountancy, Business and Management
 Mater Dei College
Cabulijan, Tubigon, Bohol

April 28, 2022

MR. AVELINO LOFRANCO

Chair, College of Criminal Justice
Mater Dei College
Cabulijan, Tubigon, Bohol

Dear Mr. Lofranco:

Warm greetings!

We are Grade 12 Accountancy, Business, and Management (ABM)

students of Mater Dei College. In partial fulfillment of our subject Practical
Research 3, we are currently undertaking research on “Level of Motivation and
Job Performance of the Teaching Personnel in Mater Dei College”. In this regard,
we would like to ask for your acquiescent consent for us to conduct the said
research.
With regard to this, we would like to request permission from your respected
office that some teachers from your department shall take part in our study as
participants. We would be grateful if you would enable us to pursue this research
and conduct surveys with our study participants.
Your approval of our request is highly anticipated.

Respectfully yours,

(Sgd.) Añosa, Karl Andrew A.

(Sgd.) Balino, Phoebe Gayle F.
(Sgd.) Baydal, Chyni B.
(Sgd.) Coritico, Sandara C.
(Sgd.) Parinasan, Ella V.
(Sgd.) Valle, Swit Raniel Rubin B.

Noted by:

JONAH D. BOLIGAO
Research Adviser

Approved by:

MR. AVELINO LOFRANCO

Chair, College of Criminal Justice
 Mater Dei College
Cabulijan, Tubigon, Bohol

April 28, 2022

MRS. JOSEFINA J. PANGAN

Dean, College of Arts, Science and Technology
Mater Dei College
Cabulijan, Tubigon, Bohol

Dear Mrs. Pangan:

Warm greetings!

We are Grade 12 Accountancy, Business, and Management (ABM)

students of Mater Dei College. In partial fulfillment of our subject Practical
Research 3, we are currently undertaking research on “Level of Motivation and
Job Performance of the Teaching Personnel in Mater Dei College”. In this regard,
we would like to ask for your acquiescent consent for us to conduct the said
research.
With regard to this, we would like to request permission from your respected
office that some teachers from your department shall take part in our study as
participants. We would be grateful if you would enable us to pursue this research
and conduct surveys with our study participants.
Your approval of our request is highly anticipated.

Respectfully yours,

(Sgd.) Añosa, Karl Andrew A.

(Sgd.) Balino, Phoebe Gayle F.
(Sgd.) Baydal, Chyni B.
(Sgd.) Coritico, Sandara C.
(Sgd.) Parinasan, Ella V.
(Sgd.) Valle, Swit Raniel Rubin B.

Noted by:

JONAH D. BOLIGAO
Research Adviser

Approved by:

MRS. JOSEFINA J. PANGAN

Dean, College of Arts, Science and Technology
 RESEARCH QUESTIONNAIRE

Dear Participants,
We, researchers from Grade 12 ABM of Mater Dei College, are currently
taking up the subject Practical Research 3. Hence, data collection from our chosen
study participants is one of the subject’s prerequisites. In this regard, we are
respectfully requesting your time, effort, and honesty in answering our
questionnaire. Rest assured that any data gathered will be kept in strict
confidentiality. Thank you.
Please read each statement carefully and respond in accordance with the
guidelines provided in each section based on your knowledge or experiences.

Part I. Level of Motivation of Teachers

This questionnaire is retrieved from the research study “Role of Motivation
in Teacher’s Job Performance in Public and Private Secondary Schools in Tabora
Municipality” which is conducted by Laurent Kelvin.
Instructions: Please answer the following by checking the box that
corresponds to your answers.
Legends:
1 – Very Low 3 – High
2 – Low 4 – Very High

Intrinsic Motivation among Teachers 1 2 3 4

1. Teaching is my career job that satisfy me.
2. I enjoy teaching as a profession.
3. Teaching is a good profession.
4. Teaching is a competitive profession.
5. Teaching gives me recognition and respect
to community.
6. I have prospect for career development in
the teaching profession.
7. The responsibilities I perform gives me a
sense of control over others.
8. Teaching is one of my goals in life.
9. I am responsible to the community as a
teacher
10. Teaching enables me to interact and develop
relationships with people from many areas.
 Extrinsic Motivation among Teachers 1 2 3 4
1. I am paid a salary that solves daily life.
2. The teachers are provided allowances
such as transport, food, and accommodation
3. I receive my salary on time.
4. My institution adopts a democratic and
participatory approach toward management
and supervision.
5. The institution where I work is not exposed to
any danger that may cause health problems.
6. The administrator provides financial
assistance to teachers.
7. My colleagues help each other in the
workplace.
8. Teachers who perform well are given
rewards.
9. The school administrator gives leave to
teachers.
10. Teachers are given free medical care in case
of ill health.

Part II. Job Performance of Teachers

This questionnaire is a structured survey questionnaire called the Individual

Work Performance Questionnaire (IWPQ), which is a generic instrument, i.e.
suitable for blue, pink, and white-collar workers, that was constructed using Rasch
analysis.
Instructions: Please answer the following by checking the box that
corresponds to your answers.
Legends:
1 – Very Low 3 – High
2 – Low 4 – Very High

Job Performance of Teachers 1 2 3 4

1. I managed to plan my work so that I finished
it on time.
2. My planning was optimal.
3. I kept in mind the work results I needed to
achieve in my work.
4. I was able to separate main issues from side
issues at work.
5. I knew how to set the right priorities.
6. I was able to carry out my work efficiently.
7. I managed my time well.
8. Collaboration with others was very
productive.
9. On my own initiative, I started new tasks
when my old tasks were completed.
10. I took on challenging tasks when they were
available.
11. I worked on keeping my job-related
knowledge up-to-date.
12. I worked on keeping my work skills up-to-
date.
13. I came up with creative solutions for new
problems.
14. I took on extra responsibilities.
15. I continually sought new challenges in my
work.
16. I actively participated in work meetings
and/or consultations.
17. I did more than what was expected of me.
18. I actively looked for ways to improve my
performance at work.
 CURRICULUM VITAE
PERSONAL DATA
Name : Phoebe Gayle F. Balino
Address : Talisay, Calape, Bohol
Age : 17 years old
Date of Birth : May 1, 2004
Place of Birth : Tubigon, Bohol
Sex : Female
Religion : Roman Catholic
Name of Father : Glicerio C. Balino
Name of Mother : Emmalyn F. Balino

EDUCATIONAL BACKGROUND
Senior High School : Mater Dei College
Cabulijan, Tubigon, Bohol
2020 – present

Junior High School : Mater Dei College

Cabulijan, Tubigon, Bohol
2016 – 2020

Elementary School : Mater Dei College

Cabulijan, Tubigon, Bohol
2010 – 2016
PERSONAL DATA
Name : Chyni B. Baydal
Address : Pob Vieja, Batuan, Bohol
Age : 18 years old
Date of Birth : November 9, 2003
Place of Birth : Batuan, Bohol
Sex : Female
Religion : Roman Catholic
Name of Father : Longino B. Baydal
Name of Mother : Alberta B. Baydal

EDUCATIONAL BACKGROUND
Senior High School : Mater Dei College
Cabulijan, Tubigon, Bohol
2020 – Present

Junior High School : Batuan National High School

Pob. Vieja, Batuan, Bohol
2016 – 2020

Elementary School : Lungsod Daan Elementary School

Pob. Vieja, Batuan, Bohol
2010 – 2016
PERSONAL DATA
Name : Sandara A. Coritico
Address : Ubojan, Tubigon, Bohol
Age : 17 years old
Date of Birth : April 29, 2004
Place of Birth : Tagbilaran, Bohol
Sex : Female
Religion : The Church of Jesus Christ of Latter-day Saints
Name of Father : Vidal C. Coritico
Name of Mother : Judita A. Coritico

EDUCATIONAL BACKGROUND
Senior High School : Mater Dei College
Cabulijan, Tubigon, Bohol
2020 – present

Junior High School : Tubigon West Central High School

Pooc Oriental, Tubigon, Bohol
2016 – 2020

Elementary School : Ubojan Elementary School

Ubojan, Tubigon, Bohol
2010 – 2016
PERSONAL DATA
Name : Ella V. Parinasan
Address : Macaas, Tubigon, Bohol
Age : 17 years old
Date of Birth : October 7, 2004
Place of Birth : Potohan, Tubigon, Bohol
Sex : Female
Religion : Roman Catholic
Name of Father : Edgardo Parinasan Sr.
Name of Mother : Estela Parinasan

EDUCATIONAL BACKGROUND:
Senior High School : Mater Dei College
Cabulijan, Tubigon, Bohol
2020 – Present

Junior High School : Tubigon West Central High School

Pooc Oriental, Tubigon, Bohol
2016 – 2020

Elementary School : Tubigon East Central Elementary School

Macaas, Tubigon, Bohol
2010 – 2016
PERSONAL DATA
Name : Swit Raniel Rubin B. Valle
Address : Palamis, Alaminos, Pangasinan
Age : 18 years old
Date of Birth : January 23, 2004
Place of Birth : Alaminos City, Pangasinan
Sex : Male
Religion : Roman Catholic
Name of Father : Elmer R. Valle
Name of Mother : Ma. Sonia M. Bongato

EDUCATIONAL BACKGROUND:
Senior High School : Mater Dei College
Cabulijan, Tubigon, Bohol
2020 – present

Junior High School : Colegio San Jose de Alaminos

Alaminos City, Pangasinan
2015 – 2020

Elementary School : Colegio San Jose de Alaminos

Alaminos City, Pangasinan
2009 – 2015