MOTIVATONAL FACTORS AS PREDICTORS OF TEACHERS’ JOB PERFORMANCE IN COLLEGES OF EDUCATION AT NORTHERN PROVINCES: A PROPOSED ENHANCEMENT PROGRAM A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University Socialist Republic of Vietnam In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Educational Management HOANG VAN THANH - (FRANK) April 2014 APPROVAL SHEET In partial fulfillment of the requirements for the degree Doctor of philosophy in Educational Management, this research entitled “Motivational Factors as Predictors of Teachers’ Job Performance In Colleges Of Education At Northern Provinces: A Proposed Enhancement Program” has been submitted by Hoang Van Thanh - Frank, and is hereby recommended for oral examination. CRUZ Research Adviser Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam. DR………………………… Member Member DR…………………………. ……………………… Member Member DR.
Chairman Dean, Graduate School Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam.D Date Vice President, Academic Affairs. ACKNOWLEDGEMENT Sincerest and profound gratitude and appreciation are extended to all the persons who in their own special ways have made this dissertation a reality. The author is most grateful to: Hon. Gascon, President of Southern Luzon State University, Republic of the Philippines, for her invaluable contribution in establishment of the Doctor of Philosophy in Educational Management program in Thai Nguyen University; Prof.
Dang Kim Vui, President of Thai Nguyen University, the Socialist Republic of Vietnam for his incomparable contribution and support to the Doctor of Philosophy in Educational Management program in Cooperation with the Southern Luzon State University, the Socialist Republic of the Philippines; Dr. Macaraan, Vice president, Academic Affairs for his support to the tie – up program between SLSU and TNU; Dr. Salvacion, Dean, Graduate School for her support to the tie – up program between SLSU and TNU; Prof. Tran Van Dien, Rector of Thai Nguyen University of Agriculture and Forestry for his invaluable assistance in the establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines; Dr.
Nguyen Tuan Anh, Former Director of the International Training Center, Thai Nguyen University for his precious and wholehearted assistance and encouragements in the establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines; iii Dr. Dang Xuan Binh, Director of the International Training Center, Thai Nguyen University for his precious, invaluable assistance and his sincere encouragement and support to the students of this institution. The Panel of Examiners, Dr. for their invaluable comments, suggestions and recommendations to enhance the thesis manuscript of the author of this study; Dr.
Cruz for her adviser, dedication, enduring patience and concern, guidance, sincere hopes and encouragement for the researcher to finish the manuscript; Dr. De La Cruz and Dr.Espinosa professors of method of research and advanced statistics for their patience and support; The visiting Professors including Dr. Lee Kar Ling, Dr.Johnson and other professors for their lectures; The Rectors of Ha Giang, Tuyen Quang, Bac Kan, Cao Bang, Yen Bai Teachers’ Training College, for the approval of the researcher’s request to conduct the study; The Learning Resource Center of Thai Nguyen University, for the valuable sources of books and references; The authors and researchers of books and unpublished graduate theses and dissertations that served as reliable source of data and information; The teachers – respondents of the study, for their active involvement, without their cooperation, the result of this dissertation could not have been possible; iv His loving classmates and colleagues, for the endless support and friendship which inspire the researcher to put his best in finishing the study; His wife, son and parents, for their encouragement, financial, moral and spiritual supports for continuously believing that he can finish the task to the best of his abilities. To you all, THANK YOU VERY MUCH! HVT v DEDICATION This dissertation is dedicated to his parents, his wife and his son.
He appreciates their everlasting love, patience, encouragement and support. My beloved father HOANG DINH NOI My beloved mother HOANG THI DE My beloved father in law DUONG TIEN SOA My beloved mother in law HO THI MY HANH Especially my beloved wife DUONG THI THU HA And my son HOANG TUAN DAT HVT TABLE OF page TITLE PAGE. vi TABLE OF CONTENTS. vii LIST OF TABLES.
viii LIST OF FIGURES. xi LIST OF APPENDICES. INTRODUCTIOIN Background of the Study. 3 Objectives of the Study.
5 Significance of the Study. 5 Scope and Limitation of the Study. 6 Definition of Terms. REVIEW OF LITERATURE AND STUDIES Related Literature and Studies………………………………………….
RESEARCH METHODOLOGY Locale of the Study. 37 Population and Sampling. 38 Validation of the Instrument. 39 Data Gathering Procedures.
RESULTS AND DISSCUSSIONS. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary. 135 LIST OF Table Page 1 Frequency and Percentage Distribution of the Respondents….1 Frequency and Percentage Distribution of Respondents According to Age….2 Frequency and Percentage Distribution of Respondents According to Gender….3 Frequency and Percentage Distribution of Respondents According to Professional qualification….4 Frequency and Percentage Distribution of Respondents by Number of Years Spent in Schools….5 Frequency and Percentage Distribution of Respondents According to Monthly Income….1 Mean Distribution of the Responses According to Physiological Needs….2 Mean Distribution of the Responses According to Safety and Security Needs.3 Mean Distribution of the Responses According to Love and belongingness needs.4 Mean Distribution of the Responses According to Esteem Needs….5 Mean Distribution of the Responses According to Self-actualization Needs.1 Mean and Chi-Square Values as to Physiological needs in term of Age….2 Mean and Chi-Square Values as to Physiological needs in term of Gender….3 Mean and Chi-Square Values as to Physiological needs in term of Educational qualification.4 Mean and Chi-Square Values as to Physiological needs in term of Length of experience….5 Mean and Chi-Square Values as to Physiological needs in terms of Monthly Income….1 Mean and Chi-Square Values as to Safety and Security needs in terms of Age….2 Mean and Chi-Square Values as to Safety and Security needs in terms of Gender….3 Mean and Chi-Square Values as to Safety and Security Needs in terms of Educational Qualification….4 Mean and Chi-Square Values as to Safety and Security Needs in terms Of Length Of Experience….5 Mean and Chi-Square Values as to Safety and Security Needs in terms of Monthly Income….1 Mean and Chi-Square Values as to Love & Belongingness Needs in Terms of Age….2 Mean and Chi-Square Values as to Love & Belongingness Needs in Terms of Gender….3 Mean and Chi-Square Values as to Love & Belongingness Needs In Terms of Educational Qualification.4 Mean and Chi-Square Values as to Love & Belongingness Needs In Terms of Length Of Experience.5 Mean and Chi-Square Values as to Love & Belongingness Needs in Terms of Monthly Income….1 Mean and Chi-Square Values as to Esteem needs in Terms of Age….2 Mean and Chi-Square Values as to Esteem needs in Terms of Gender….3 Mean And Chi-Square Values as to Esteem Needs in Terms Of Educational Qualification.4 Mean And Chi-Square Values as to Esteem Needs In Terms of Length of Experience….5 Mean and Chi-Square Values as to Esteem Needs in Terms of Monthly Income….1 Mean and Chi-Square Values as to Self Actualization Needs in Terms of Age….2 Mean and Chi-Square Values as to Self Actualization Needs in Terms of 95 Gender……………………………………………………………….3 Mean And Chi-Square Values as to Self Actualization Needs In Terms 97 of Educational Qualification ………………………………………….4 Mean And Chi-Square Values as to Self Actualization Needs in Terms 99 of Length of Experience…………………………….5 Mean and Chi-Square Values as to Self Actualization Needs in 101 Terms of Monthly 4. 103 Mean of the Responses of the Respondents in Terms of Teaching 4.
104 Mean Distribution of the Responses of the Respondents 5.1 in Terms of Professional Responsibilities……………………………. 106 Regression Analysis of the Motivational Factors and Teachers’ Job Performance……………………………………………………………. LIST OF Figure Page 1 Maslow’s Hierarchy of Needs Theory of Motivation….12 2 Research Paradigm: Motivational Factors and Teachers’ Job Performance 29 3 Location of Respondents College in Ha Giang Province.32 4 Location of Respondents College in Tuyen Quang Province….33 5 Location of Respondents College in Yen Bai province.34 6 Location of Respondents College in Cao Bang Province. 35 7 Location of Respondents College in Bac Kan Province.
36 LIST OF Appendix Page A Communication Letters…………………………………………………. 124 B Profile of Respondents………………………………………………. 126 C Independent variable: Motivational Factors……………………………. 128 D Dependent variable: Teachers’ Job Performance……………………….
129 E Schedule of Computations………………………………………………. 130 Tit : MOTIVATIONAL FACTORS AS PREDICTORS TEACHERS’ JOB PERFORMANCE IN COLLEGES OF EDUCATION AT NORTHERN PROVINCES. A PROPOSED ENHANCEMENT PROGRAM Researcher: : HOANG VAN THANH – (FRANK) Degree : Doctor of Philosophy in Educational Management Name/ Address of Southern Luzon State University the Institution Graduate School Lucban, Quezon Date Completed : April 2014 Adviser : DR. CRUZ ABSTRACT The primary intent of this study was to investigate which motivational factors predict the teachers’ job performance in the colleges of education at Northern provinces of Vietnam, school year 2013 – 2014.
Specifically, it sought to determine the level of motivational factors of the respondents as to physiological, safety and security, love & belongingness, self-esteem and self- actualization needs; to find out the level of job performance of the teachers in colleges of education at Northern provinces of Vietnam; and the development of program as result of the study. This study used the descriptive design in analyzing the investigated variables. Measurement of the motivational factors and teachers’ job performance were limited to the used of questionnaires. The questionnaire was used as the major data-gathering instrument, and the unstructured interview was done to cross check the responses of the respondents.
There were 250 teachers used as respondents in this study. Frequencies, weighted mean, chi-square test and multiple regression analysis were used in the study to analyze the data. Another, the physiological, safety, love & belongingness, esteem and self- needs of teachers in colleges of education at Northern provinces of Vietnam meet the basic needs but very low. The teachers’ job performance in this region does not get high efficiency.
The motivational factors: physiological, love & belongingness, esteem, self-actualization needs and the demographic characteristics in term of age and gender of teachers are the significant predictors of teachers’ job performance. However, Safety needs, educational qualification, length of experience and monthly income does not does not predict teachers’ job performance in Colleges of education at Northern provinces of Vietnam, hence a need to enhance the weak areas in the selected schools. It is therefore recommended that the principals and the administrators as well must intensify their concerted efforts to further enrich and supply teachers’ needs so as to encourage them bring positive and highest enthusiastic attitude towards teaching activities. Finally, to propose some suggestions program that could further enhance teachers’ motivation and job performance.
They may adapt the proposed enhancement program by the researcher. Chapter I INTRODUCTION Teachers’ job performance is a key determinant of the quality of education and this is very true particularly in education schools, where students are learning to be teachers in the future, who will transform their knowledge to the next generation. However, in practice, some teachers in the colleges of education in Vietnam generally and in Northern provinces in particularly have not performed well which can be attributed to some factors. Therefore, the study wants to find out how motivational factors influence the teacher’s job performance with the view of recommending how their job performance can be improved.
UNESCO (2002) cited that an effective teacher development design should have an exhaustive measure of these factors so as to foster necessary skills and attitudes amongst prospective teachers.