Teachers' Commitment and Motivation in Relation to Learners' Performance

Dissertation

1. TEACHERS' COMMITMENT AND MOTIVATION IN RELATION TO LEARNERS’ PERFORMANCE DANILYN R. CERVAÑEZ RESEARCHER STI WEST NEGROS UNIVERSITY SCHOOL OF GRADUATE STUDIES

2. STATEMENT OF THE PROBLEM This study aimed to determine the levels of teachers’ commitment, motivation in relation to the learners’ performance in one of the secondary schools of a large-sized schools division in Central Negros for the School Year 2023-2024. Furthermore, this study sought to answer the following questions: 1. What is the profile of the respondents in terms of the following variables? a. Age b. Civil Status c. Highest Educational Attainment d. Length of Service e. Average Family Monthly Income

3. STATEMENT OF THE PROBLEM 2. What is the level of teachers’ commitment in terms of the following areas? a. Affective b. Continuance c. Normative 3. What is the level of teachers’ motivation according to the following areas? a. Intrinsic b. Extrinsic 4. What is the level of teachers’ commitment when grouped according to the aforementioned variables? 5. What is the level of teachers’ motivation when grouped according to the aforementioned variables?

4. STATEMENT OF THE PROBLEM 6. What is the level of learners’ performance for the first and second quarter of the school year 2023-2024? 7. Is there a significant difference in the level of teachers’ commitment when grouped and compared according to the aforementioned variables? 8. Is there a significant difference in the level of teachers’ motivation when grouped and compared according to the aforementioned variables? 9. Is there a significant relationship between teachers’ commitment and level of learners’ performance? 10. Is there a significant relationship between teachers’ motivation and level of learners’ performance?

5. VALIDITY For this study, the validity score is 4.69 , interpreted as Excellent which means that the instrument is indeed valid. RELIABILITY For this study the reliability index for Commitment was .852 , interpreted as Good. For Motivation, it was .867 , interpreted as “Good”. This means that the instrument was indeed reliable.

6. STATEMENT OF THE PROBLEM HYPOTHESES ANALYTICAL SCHEME STATISTICAL 1. What is the profile of the respondents in terms of the following variables? a. Age b. Civil Status c. Highest Educational Attainment d. Length of Service e. Average Family Monthly Income None Descriptive Mean

7. FINDINGS IMPLICATIONS The profile of the respondents in terms of age, there are 66 or 49.30% younger respondents and 68 or 50.70% older respondents. In terms of civil status, 59 or 44.00% are single and 75 or 56.00% are married. In terms of highest educational attainment, 62 or 46.3% belonged to lower group and 72 or 53.7% belonged to higher group. In terms of length of service, 83 or 61.9% belonged to shorter tenure group and 51 or 38.1% belonged to longer tenure group. In terms of average family monthly income, 60 or 44.80% belonged to lower group and 74 or 55.20% belong to higher group. The results shows that the number of younger and older respondents were almost equal. In terms of their civil status, majority of the respondents are married. Majority of the respondents have post graduate degrees. Most of them are non-tenured yet belonging to higher income bracket. This implies that the opinion of the respondents is influenced by married respondents who have post graduate studies and those belonging to the higher income level.

8. STATEMENT OF THE PROBLEM HYPOTHESES ANALYTICAL SCHEME STATISTICAL 2. What is the level of teachers’ commitment in terms of the following areas? a. Affective b. Continuance c. Normative None Descriptive Mean

9. FINDINGS IMPLICATIONS Level of teachers’ commitment in the area of Affective , Item No. 2 which states “As a teacher, I assist every learner in need” got the lowest mean score of 4.29, interpreted as high level. The lowest mean is on high level and while this would regularly mean to have an issue, this particular case could be interpreted as an opportunity for teachers to maintain or even improve further in showing affective commitment towards learners. As shown on the results, there is a need for some teachers to be more engaged, individually, in assisting learners who are in need as a valid sign of higher commitment. These learning needs can be addressed with the sustained commitment of teachers to show compassion to learners who are in need. Level of teachers’ commitment in the area of Continuance , Item no. 1 which states “am able save from my salary” got the lowest mean score of 3.43, interpreted as moderate level. The results showed that some teachers have issues keeping aside some extra amount as savings from their salary. While it is true that part of teachers’ commitment is centered on the continuance of their job, salary versus expense these days hardly match. This is the reality out there, that teachers could barely save from their own earnings due to the present economic condition of our country. Level of teachers’ commitment in the area of Normative , Item no. 5 which states “set an example to learners and co-teachers by coming to school ahead of time” got the lowest mean score of 4.19, interpreted as high level. The lowest mean score talks about setting an example to other teachers about coming to work early. One of the reasons why this line item got the lowest mean score is that, teachers are naturally early risers and because of the early schedule of classes. There is no need for each one of them to influence others to come early as they all come to work early and that is the actual norm among teachers in school. This is called professionalism at work.

10. STATEMENT OF THE PROBLEM HYPOTHESES ANALYTICAL SCHEME STATISTICAL 3. What is the level of teachers’ motivation according to the following areas? a. Intrinsic b. Extrinsic None Descriptive Mean

11. FINDINGS IMPLICATIONS Level of teachers’ motivation in the area of Intrinsic , Item no. 5 which states “have more opportunities for promotions” got the lowest mean score of 4.19, interpreted as high level. This implies that some teachers see very little opportunity for career growth as teachers. This could be attributed to the fact that the competition for lateral promotions is indeed safe, with almost every struggling to earn higher degrees to earn more promotional points. However, it must be emphasized that despite the seeming limitations in teachers’ promotions, their unwavering commitment to adhere with educators’ norms remains really high. Level of teachers’ motivation in the area of Extrinsic , Item No. 5 which states “receive a good health care for me and my family” got the lowest mean score of 3.93, interpreted as high level. Motivation-wise, this result showed that there is a need to address teachers’ concern about having a reliable and working healthcare plan that will include their family members, particularly their children. It is very important for teachers to remain motivated with many perks from school, and top of all, is their need to medically insured, at the very least.

12. STATEMENT OF THE PROBLEM HYPOTHESES ANALYTICAL SCHEME STATISTICAL 4. What is the level of teachers’ commitment when grouped according to the aforementioned variables? None Descriptive Mean

13. FINDINGS IMPLICATIONS Level of teachers’ commitment in the area of Affective when grouped according to Age , Item no. 2 which states “assist every learner in need” got the lowest mean score of 4.35 for younger group and 4.24 for older group, interpreted as high level. From both younger and older respondents, there is a common area where teachers find an opportunity to improve their commitment and that is by getting more engaged in assisting individual learners with their academic needs. At times this is hard for some teachers because this may entail their times and resources. . Level of teachers’ commitment in the area of Continuance when grouped according to Age , Item no. 1 which states “am able save from my salary” got the lowest mean score of 3.53 for younger group, interpreted as moderate level and 3.32 for older group, interpreted as high level. The result implies that teachers’ ability to save from their own earnings is an issue. This has been a long standing-issue and from the olden days, teachers’ salary is being pointed to as the prime reason. Nowadays, teachers’ salaries are augmented but still way too low to have much savings. The current volatility of the economic situation of the country renders more teachers to have none or very little savings, if there are. Level of teachers’ commitment in the area of Normative when grouped according to Age, Item no. 5 which states “set an example to learners and co-teachers by coming to school ahead of time” got the lowest mean score of 4.27 for younger group and 4.12 for older group, interpred as high level. Across age groups, this result shows that influencing co-workers to come to school early is a non-priority or least practiced among teachers. Teachers are, by nature, reporting to school very early each day and they must have mastered the art of being prompt. Attendance issues among teachers is a red flag from among possible infractions because there are students waiting for them. Coming to school early is a great part of their professional responsibility.

14. FINDINGS IMPLICATIONS Level of teachers’ commitment in the area of Affective when grouped according to Civil Status , Item no. 2 which states “assist every learner in need” got the lowest mean score of 4.32 for single group and 4.27 for married group, interpreted as high level. This implies that across single and married groups, one opportunity teachers see on how to improve their commitment is by being available to students who may have different learning needs or any other academic needs. This got the lowest mean score because attending to individual learners’ needs may require time and resources. Level of teachers’ commitment in the area of Continuance when grouped according to Civil Status , Item no. 1 which states “am able save from my salary” got the lowest mean score of 3.41 for single group and 3.44 for married group, interpreted as moderate level. This implies that regardless of their marital statuses, some teachers are really unable set aside a decent amount as savings. This clearly indicates that teachers’ salary is just enough for daily subsistence. Regardless, however, teachers are meant to deliver. Level of teachers’ commitment in the area of Normative when grouped according to Civil Status, Item no. 5 which states “set an example to learners and co-teachers by coming to school ahead of time” got the lowest mean score of 4.17 for single group and 4.21 for married group, interpreted as high level. The result shows the accepted norm in the teaching world is for them to come early to school early in the morning without being forced to or coerced. This line item being the lowest simply indicate that there is no need for teachers to remind each other that they need to be prompt in reporting for work because this is a part of their professional accountability which can greatly affect learners’ performance.

15. FINDINGS IMPLICATIONS Level of teachers’ commitment in the area of Affective when grouped according to Highest Educational Attainment , Item no. 2 which states “assist every learner in need” got the lowest mean score of 4.35 for lower group and 4.24 for higher group, interpreted as high level. Regardless of their educational attainment, the challenge for both groups are on how to help and assist learners who are in dire academic needs. As this mean score is on high level, despite its being the lowest mean, this area is an opportunity for teachers to be proactive in extending support to learners. Level of teachers’ commitment in the area of Continuance when grouped according to Highest Educational Attainment , Meanwhile, Item no. 1 which states “am able save from my salary” got the lowest mean score of 3.39 for lower group and 3.46 for higher group, interpreted as moderate level. This means that regardless of their educational attainments, teachers indicated some difficulties in saving money because of the fact that their income is not really that big and whatever is left is also being used for day-to-day subsistence. Teachers’ salary is indeed very important for teachers, and this increases their continuance commitment. Level of teachers’ commitment in the area of Normative when grouped according to Highest Educational Attainment, Item no. 5 which states “set an example to learners and co-teachers by coming to school ahead of time” got the lowest mean score of 4.26 for lower group and 4.14 for higher group, interpreted as moderate level. This implies that attendance, or being prompt to school is not really an issue among teachers because coming to school very early in the morning, each passing day, is a living testament of the norm they are used to.

16. FINDINGS IMPLICATIONS Level of teachers’ commitment in the area of Affective when grouped according to length of Service , Item no. 2 which states “assist every learner in need” got the lowest mean score of 4.39 for shorter group and 4.14 for longer group, interpreted as high level. Both tenured and non-tenured respondents are in agreement that they need to improve in ensuring that every learners’ needs are properly addressed by teachers. Level of teachers’ commitment in the area of Continuance when grouped according to length of Service , Item no. 1 which states “am able save from my salary” got the lowest mean score of 3.47 for shorter group and 3.35 for longer group, interpreted as moderate level. This means that having a small savings from their own salary is quite a hurdle for many teachers. The amount they are receiving are but good for theirs and their family’s immediate needs. Level of teachers’ commitment in the area of Normative when grouped according to length of Service, Item no. 5 which states “set an example to learners and co-teachers by coming to school ahead of time” got the lowest mean score of 4.28 for shorter group and 4.06 for longer group, interpreted as high level. This means that there is no need for teachers to be convinced by fellow teachers to be prompt in coming to school each day because it has been a normal part of their system and culture.

17. FINDINGS IMPLICATIONS Level of teachers’ commitment in the area of Affective when grouped according to Average Family Monthly Income , Item no. 2 which states “assist every learner in need” got the lowest mean score of 4.40 for lower group and 4.20 for higher group, interpreted as high level. This result of the study could tell us that this lowest mean is on a very high level and instead of taking it as a problem, perhaps this can be viewed as an opportunity to enhance teachers’ commitment. Therefore, the need for teachers to be more personally caring and attentive to the needs of learners is high. . Level of teachers’ commitment in the area of Continuance when grouped according to Average Family Monthly Income , Item no. 1 which states “am able save from my salary” got the lowest mean score of 3.57 for lower group, interpreted as high level and 3.31 for higher group, interpreted as moderate level. This implies that teachers are unable to save money from their own earnings. This is due to several reasons but having a relatively low income is one of the main reasons. Level of teachers’ commitment in the area of Normative when grouped according to Average Family Monthly Income, Item nos. 5 and 6 which states “set an example to learners and co-teachers by coming to school ahead of time” and “comply with standard MOOE liquidation process” got the lowest mean score of 4.18 for lower group and Item no. 5 which states “set an example to learners and co-teachers by coming to school ahead of time” got the lowest mean score of 4.20 for higher group, interpreted as high level. level. Across income level, teachers are in agreement that there is a lesser need for them to influence other teachers to come to school early because without anyone telling so, teachers are duty-bound to come to school early as classes start earlier as well.

18. STATEMENT OF THE PROBLEM HYPOTHESES ANALYTICAL SCHEME STATISTICAL 5. What is the level of teachers’ motivation when grouped according to the aforementioned variables? None Descriptive Mean

19. FINDINGS IMPLICATIONS Level of teachers’ motivation in the area of Intrinsic when grouped according to Age , Meanwhile, Item no. 5 which states “have more opportunities for promotions” got the lowest mean score of 4.27 for younger group and 4.12 for older group, interpreted as high level. The results point to the fact that opportunities for promotions is quite limited for some teachers. This could be due to the lack of proper documents or necessary accomplishments to avail of the promotions. The opportunities to be promoted is such a huge motivating factor for employees, such as teachers, in any organization Level of teachers’ motivation in the area of Extrinsic when grouped according to Age , Item no. 5 which states “receive a good health care for me and my family” got the lowest mean score of 3.92 for younger group and 3.94 for older group, interpreted as high level. Both younger and older groups have concerns about having a competent health plan that would secure the future of teachers, and their immediate families.

20. FINDINGS IMPLICATIONS Level of teachers’ motivation in the area of Intrinsic when grouped according to Civil Status , Item no. 5 which states “have more opportunities for promotions” got the lowest mean score of 4.17 for single group and 4.21 for married group, interpreted as high level. From both married and single groups, there is a limited number of higher-level positions available within the school or school system, creating a bottleneck effect. The school’s policies on promotions are not transparent or equitable, leading various teachers to feel there are insufficient opportunities for advancement. There is a lack of professional development programs that are necessary for teachers to qualify for promotions. Level of teachers’ motivation in the area of Extrinsic when grouped according to Civil Status , Item no. 5 which states “receive a good health care for me and my family” got the lowest mean score of 3.83 for single group and 4.01 for married group, interpreted as high level. Having an established and good-working health care is a concern that teachers are primarily looking at, to safeguard the future of their families particularly the children. .

21. FINDINGS IMPLICATIONS Level of teachers’ motivation in the area of Intrinsic when grouped according to Highest Educational Attainment , Item no. 5 which states “have more opportunities for promotions” got the lowest mean score of 4.26 for lower group and 4.14 for higher group, interpreted as high level. The meager opportunities for teachers’ promotion are quiet a concern that must be addressed to keep teachers highly motivated. Level of teachers’ motivation in the area of Extrinsic when grouped according to Highest Educational Attainment , Item no. 5 which states “receive a good health care for me and my family” got the lowest mean score of 4.13 for lower group and 3.76 for higher group, interpreted as high level. This implies that the teachers are indeed concerned of the current health care that is serving their healthcare needs, particularly their children.

22. FINDINGS IMPLICATIONS Level of teachers’ motivation in the area of Intrinsic when grouped according to Length of Service , Item no. 5 which states “have more opportunities for promotions” got the lowest mean score of 4.28 for shorter group and 4.06 for longer group, interpreted as high level. The teachers see the availability of promotions in schools as limited and could be less fair for all. Level of teachers’ motivation in the area of Extrinsic when grouped according to Length of Service , Item no. 5 which states “receive a good health care for me and my family” got the lowest mean score of 3.98 for shorter group and 3.86 for longer group, interpreted as high level There is a need for school management to look into the kind of health care provider that could help secure the future of teachers and their families.

23. FINDINGS IMPLICATIONS Level of teachers’ motivation in the area of Intrinsic when grouped according to Average Family Monthly Income , Item no. 5 which states “have more opportunities for promotions” got the lowest mean score of 4.18 for lower group and 4.20 for higher group, interpreted as high level. This implies that the teachers are looking for more opportunities to get promoted. This is also a call for school management to re-assess the fair distribution of opportunities. Level of teachers’ motivation in the area of Extrinsic when grouped according to Average Family Monthly Income , Item no. 5 which states “receive a good health care for me and my family” got the lowest mean score of 4.02 for lower group and 3.86 for higher group, interpreted as high level. This implies that, the health insurance provided may not fully cover the needs of teachers and their families or may require high out-of-pocket costs. The health insurance has a limited network of providers or not cover certain types of healthcare services. Even if the health benefits are substantial, the cost of premiums might be steep relative to teachers' salaries.

24. STATEMENT OF THE PROBLEM HYPOTHESES ANALYTICAL SCHEME STATISTICAL 6. What is the level of learners’ performance for the first and second quarter of the school year 2023-2024? None Descriptive Mean

25. FINDINGS IMPLICATIONS Level of learners’ performance for the first and second quarter of the school year 2023-2024 , the level of learners’ performance for the first and second quarter obtained a mean score of 88.05, interpreted as very satisfactory. The over-all performance of learners is at very satisfactory. This implies that the learners, if properly taken care of, are able to perform well.

26. STATEMENT OF THE PROBLEM HYPOTHESES ANALYTICAL SCHEME STATISTICAL 7. Is there a significant difference in the level of teachers’ commitment when grouped and compared according to the aforementioned variables? There is no significant difference in the level of teachers’ commitment when grouped and compared according to the aforementioned variables. Comparative Mann Whitney U-test

27. FINDINGS IMPLICATIONS Difference in the level of teachers’ commitment in the area of Affective when grouped ad compared according to variables , the difference in the level of teachers’ commitment in the area of affective when grouped ad compared according to variables obtained a p-value which is greater than the 0.05 significance level, interpreted as not significant. Thus, the hypothesis that states “there is no significant difference in the level of teachers’ commitment in the area of affective when grouped ad compared according to age, civil status, highest educational attainment, length of service and average family monthly income” was therefore accepted. This means that age, civil status, highest educational attainment, length of service and average family monthly income of teachers has no effect in assessing teachers’ commitment. Without any significant difference in the opinion of the respondents, this means that any project which needs to be implemented to improve teachers’ commitment can be safely done.

28. STATEMENT OF THE PROBLEM HYPOTHESES ANALYTICAL SCHEME STATISTICAL 8. Is there a significant difference in the level of teachers’ motivation when grouped and compared according to the aforementioned variables? There is no significant difference in the level of teachers’ motivation when grouped and compared according to the aforementioned variables. Comparative Mann Whitney U-test

29. FINDINGS IMPLICATIONS Difference in the level of teachers’ motivation in the area of Affective when grouped ad compared according to variables , when grouped and compared according to average family monthly income obtained a p-value which is lesser than the 0.05 significance level, interpreted as not significant. Thus, the hypothesis that states “there is no significant difference in the level of teachers’ motivation in the area of extrinsic when grouped ad compared according to average family monthly income” was therefore rejected. This implies that teachers’ highest education attainment and average family monthly income have influence on teachers’ opinion over external motivation factors.

30. STATEMENT OF THE PROBLEM HYPOTHESES ANALYTICAL SCHEME STATISTICAL 9. Is there a significant relationship between teachers’ commitment and level of learners’ performance? There is no significant relationship between teachers’ commitment and level of learners’ performance. Relational Spearman Rho

31. FINDINGS IMPLICATIONS Relationship between the level of teachers’ commitment and level of learners’ performance , the relationship between the level of teachers’ commitment and level of learners’ performance which obtained a rho-value of 0.182 and p-value of 0.036, it is lower than the 0.05 significance level, interpreted as significant. Thus, the hypothesis that states “there is no relationship between the level of teachers’ commitment and level of learners’ performance” was therefore rejected. This means that teachers’ commitment has an impact on learners’ performance. Commitment comes with a responsibility. And with that responsibility, teachers deliver quality education.

32. STATEMENT OF THE PROBLEM HYPOTHESES ANALYTICAL SCHEME STATISTICAL 10. Is there a significant relationship between teachers’ motivation and level of learners’ performance? There is no significant relationship between teachers’ motivation and level of learners’ performance. Relational Spearman Rho

33. FINDINGS IMPLICATIONS Relationship between the level of teachers’ commitment and level of learners’ performance , the relationship between the level of teachers’ motivation and level of learners’ performance which obtained a rho-value of 0.053 and p-value of 0.544, it is greater than the 0.05 significance level, interpreted as not significant. Thus, the hypothesis that states “there is no relationship between the level of teachers’ motivation and level of learners’ performance” was therefore accepted. This means that motivation, in itself has no significant impact on learners’ performance. Motivation does not carry with it some level of responsibilities.

34. RECOMMENDATIONS Implement SSL (Support Struggling Learners’ Program). This program is meant to identify all learners who have dire academic needs and to improve teachers’ engagement with at-risk or other learners who are in need. This program shall be a school-based remedial action to identify, assist, and save at-risk learners. This shall be spearheaded by the School Head, with one person assigned as coordinators per Grade Level. The identification process of at-risk or learners with academic needs must be done once every quarter and the direct support session for learners to be conducted by an assigned teachers at least once a week. The project must be fully documented, and the results should have clear MOVs for duplication documentation.

35. RECOMMENDATIONS Use FEL (Financial Education and Literacy). This is meant to help teachers use their financial resources wisely and teach them how to spend within means or how budget their income. The target of this program is not really to help teachers’ save money rather how to spend wisely. This project shall be led by the SDO under the HR Team, and this shall also be discussed within District Level. The delivery of this project should coincide with the INSET.

36. RECOMMENDATIONS Promote Teacher Voice and Decision-Making. This is to help maintain high level of teachers Motivation and Commitment. This process must involve teachers in decision-making process. When they have a say in matters that affect their work, it fosters a sense of ownership and empowerment. School Heads must encourage their input on curriculum, professional development, and school policies.

37. THANK YOU FOR LISTENING!