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THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study
In the stage of globalization, organizations responded to the
changing business prospect by restructuring and rightsizing in
order to address pressures brought about by stiff competition and
survival. This contributed much if not the cause of human relations
problems especially in the nature of employer-employee
relationship.
Responses of the organization to these changes are to
renegotiate, manage, if not cancel the employment relationships,
promises, and commitments they have traditionally established
with their employees (Kickul & Lester, 2001)
With respect to these contentions, it is essential to recognize
the human resource management and human resource programs
of the organization to be valuable. As Robbins (2003) claimed,
more and more organizations today face a dynamic and changing
environment which requires these organizations to adapt. “Change
or die!” is the rallying cry among today’s managers worldwide and
the most important force for change mentioned, among others, is
the nature of the workforce.
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Needs of workers have pluralized and become distinct from
each other. As Reece and Brandt (2002) put up, the variation in
individual motives often leads to a breakdown in human
relationships unless individuals take the time to understand the
motives of their colleagues. Reward system in organizations
attracts, retains, and motivates qualified employees. Hence,
benchmark quality.
In the Philippines, educational institutions are facing stiff
competition; thus, development in all aspects of the faculty is
imperative. With this, it is very important to stress that school
managers inquire into their teachers’ present need systems.
Cor Jesu College, Inc. (CJC), as a school organization greatly
faces competition. Challenge is proposed by other schools in the
locality and neighboring cities through the offering curricular
programs (e.g. BSIT, BSHRM) that capture the global market of
work. At this point, rich human relations program is imperative
especially to foster better employment relationship and that this
organization should carry out human resource planning so as to
meet school objectives and gain advantage over other school
competitors (Noe, et al, 2007).
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In employment, reciprocal exchange relationship is very
evident which appears when the faculty member joins the school
organization. Thereby, need system develops and mounts.
Psychological contract, accompanying to every employment
relationship, spurs in mounting up this need system. This propels
this study to be conducted because the researcher believes it’s
quite essential contribution to the organization. As conceived by
Martires (2001), a very significant factor in the efficient
performance or retention of workers is their motivation and its
strength. From this end, it is very important for Cor Jesu College as
a school organization to know the mounting needs of their faculty
and how these influence their affective commitment and job
performance because CJC has committed to display academic
excellence.
Since the researcher is one of the full-time faculty members
of Cor Jesu College, he attempted to gather pertinent data
regarding work motivation, affective commitment and job
performance of the faculty. As such, this study was conducted in
the hope of determining the extent of significant relationship of
compensation; job itself; administration and supervision;
professional growth and opportunities; and work environment
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through social interaction opportunities to the emotional
attachment of faculty toward the school organization and their
outstanding performance. The findings of this study would serve as
database in the formulation of effective human resource
development to improve employees’ affective commitment and job
performance.
Theoretical Background
The present study is anchored on Equity theory of Adams
developed in 1965 (Robbins, 2003) which supports the explanatory
framework of psychological contract. If breach occurs, people are
motivated to reduce or remove the discrepancy by altering their
attitudes or changing their behaviors to maintain equity. In an
exchange relationship each party is obligated to reciprocate the
actions of another, if one party’s contribution to the other is less
than what is expected by the other party, the aggrieved party will
lessen his or her contribution to maintain equity with the
relationship. This relationship is very significant to emphasize since
the research study leans on the idea that whatever is felt and
understood by the employees when it comes to compensation, job
itself, administration and supervision, professional growth and
development opportunities, and its social interaction with co-
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workers, which then motivate them to have greater affective
commitment and display desirable behavior required in performing
the job.
This is supported by the Social Exchange Theory of Blau
asserting that when one party provides something to another party,
the second party is under pressure to give something in return
(Larbes, 1999). Underlying this exchange is the norm of reciprocity
advanced by Gouldner in 1960 which maintains that if a person
does something favorable to another party, the other party is
obligated by social convention to return the favor (Journal of
Vocational Behavior, 2005). Furthermore, the Social Exchange
Framework was later modified by John Thibault and Harold Kelley to
make framework in the field of social psychology. Recently, modern
social exchange theory is renamed as homo socio-economicus by
Lindenberg in 1990 or homo economicus matarus by Frey and
Oberholzer-Gee in 1997 (Zafirovski, 2003).
Embedded within the exchange framework are the
assumptions about the nature of exchange relationships which are
social exchanges characterized by inter-dependence, that is, the
ability to obtain profits in a relationship is contingent on the ability
to provide others with rewards. Social exchanges are regulated by
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norms like reciprocity, justice, and fairness, trust and commitment
result from the emergent experiences of individuals within
relationships and help to stabilize relationships and the stability of
relationships over time result from the contrasting levels of
attraction and dependence experienced by the participants in the
relationship (http:// encyclopedias families.com/social exchange –
theory-1532-1535-iemf).
Furthermore, this section presents the review of foreign and
local literature and studies most relevant to the current study. The
presentation of topics related to the variables being investigated
are organized according to work motivation indicators which are
compensation, job itself, administration and supervision,
professional growth and development opportunities, and co-
workers’ social relationship. Facts and findings from abroad and
local scenes about organizational commitment and performance
were presented.
Motivation
Hoy and Miskel (2009) defined motivation as an internal state
that stimulates, directs, and maintains behavior to think, feel and
perform certain ways. It is intrinsic, and the most significant, yet
elusive determinant of work behavior. Thus, it is a natural tendency
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to seek and accept challenges as everybody pursues personal
interest and exercise capabilities.
Motivated employees are needed in our rapidly changing
workplaces. Motivated employees help organizations survive.
Motivated employees are more productive. These are the roles of
motivation in the workplaces according to Lindner (1998).
Motivation as defined by Moorhead and Griffin (2004) is a set
of forces that causes people to engage in one behavior rather than
some alternative behavior. To Martires (1999), motivation carries a
lot of cultural underpinnings that Filipino manager should know
what theory of motivation should be applied.
Herzberg as cited by Hoy and Miskel (2009) emphasized that
if the employee’s motivational factors are not met, they may begin
to ask for more maintenance factors. Maintenance factors
represent the basic things people consider essential to any job,
such as salaries, fringe benefits, working conditions, social
relationships, supervision, and organizational policies and
administration. These basic maintenance factors do not act as
motivators; but if any of them is absent, the organizational climate
that results can hurt employee morale and lower worker
productivity. Motivational factors on the other hand, are those
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elements that go above and beyond the basic maintenance factors.
They include opportunities for recognition, advancement, or more
responsibility. When these are present, they tend to motivate
employees to improve productivity (Reece and Brandt 2002).
Martires (1999), on the other hand, argues that it is not quite
correct to say that motivation is only a maintenance function.
Lindner conducted a study on employee motivation (Journal
of Extension, 1998), it was surveyed that the ranked order of
motivating factors were: (a) interesting work, (b) good wages, (c)
full appreciation of work done (d) job security, (e) good working
conditions (f) promotions and growth in the organization, (g) feeling
of being in on things, (h) personal loyalty to employees, (i) tactful
discipline, and (j) sympathetic help with personal problems.
The most important predictors of retention were career
opportunities, feedback from the supervisor, job security,
satisfaction with job title (an indication of respect for employees)
training and development opportunities as discovered in the
research conducted by World at Work/Sibson Company on factors
that could retain employees (http/www.worldatwork.org/).
According to McCoy as cited by Zilmann (2000), managers
can also use intrinsic and extrinsic motivators to increase employee
performance and productivity. Intrinsic motivators, such as clean
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restrooms or a nice cafeteria or break room, benefit the employees
while on the job. Extrinsic motivators, such as holiday pay, sick
leave, and medical/dental plans are best enjoyed by the employees
when they are away from their job.
Although there are various literatures and studies that show
how competent motivation is in improving productivity of
organizations however, Mison, et al. (1996) contend that the
problem in worker motivation is not getting the workers to do their
assigned job but enlisting their cooperation and loyalty for the
company. The whole problem is the development of attitudes,
loyalties and capacities for making sacrifices toward an entity that
has greater consequence in the individual worker than his own job
or his personal welfare.
Body of literature and studies agree and disagree that
compensation, job itself, supervision and administration,
professional growth and development opportunities and co-workers
are motivating factors, Enormous literatures and studies were
looked deeply by the researcher to determine its crucial point as
motivators.
Compensation
Compensation often plays a singular role when organizations
restructure. Pay indeed can capture attention of employees.
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Martires (1999) defined compensation as the equivalent in
any form that is given to the individual for his work. As Milkovich
and Newman (2002) claim, pay is a powerful signal of change. It
can be a leading catalyst for change or a follower of the change.
Martires (1999) heaps on that pay and benefits a worker receives
are a yardstick of how adequately his needs, even including some
non-material ones, are met either directly or indirectly.
Authorities in organizational behavior books and human
resource books inquired if compensation package of a certain
company really serves as motivating factors.
Arnold, et, al. (2005) postulates the theory of Maslow which
stressed that pay would be a motivator only for people functioning
at the lower levels of the hierarchy needs. However, such theory is
not accepted as work motivation theory.
The advocates of need for achievement theory opine that pay
and other material rewards often signal that a person is successful
hence, pay is a motivator. In expectancy theory, pay will be an
effective motivator to the extent that it is desired by the person,
and he or she can identify behaviors. From equity or organizational
justice theory, people will be concerned with whether their play is a
fair reward relative to the rewards received by others. Goal setting
theory on the other hand, involves goals that defined in terms of a
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person’s behavior and or accomplishments not pay (Robbins 2003;
Torrington, Hali, & Taylor, 2002).
Gerhard and Milkovich and Newman, (2002) conducted a
study on the performance based pay and found that pay had a
stronger impact on individual and corporate performance. As such,
Milkovich and Newman (2002) opine that pay is one of the more
visible rewards in the whole recruitment process. However, it was
warned that pay has a strong impact if the scheme used is a
variable portion of pay rather than the base pay (293).
Jenkins, et, al. (1998) conducted a meta-analysis of existing
research and found a substantial positive impact of monetary
reward on the quantity of work, but not on the quality of work. The
impact of monetary rewards on performance did not seem to be
affected by whether the task was boring or interesting (Arnold, J.,
et,al. 2005). Such being the case, one can say that financial
rewards tend to enhance performance, especially when they are
seen as fair and providing accurate feedback about how well the
person is doing. The contention is especially true to young workers
of today, as Torrington, et.al. (2002) claimed that companies of
today have been reexamining the use of bonus schemes for more
junior employees in order to increase motivation.
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In the local study made by Sr. Sando, O.P. (2002), it was
found out that the most successful retention methods are strongly
tied to factors affecting employee’s compensation. Employees who
feel they are not compensated fairly will look for work in institutions
that are willing to pay them more. Further, it was suggested that to
help retain employees, management shall conduct compensation
reviews and adjust salaries to keep them competitive with other
healthcare organizations and similar positions in other fields.
Employers also seek to use the payment contract to motivate
employees and thus to improve their work performance
(Torrington, et. al. 2002). In today’s era, employment is an
economic reciprocal arrangement (Malkovich & Newman, 2002).
Herzberg theories state that if employee’s motivational
factors are not met, they may begin to ask for more maintenance
factors, such as increase salaries and fringe benefits (Reece and
Brandt, 2002). It is with this fact that Malkovich and Newman
studied if pay could be a reason of employees staying in or leaving
a firm, thus affecting their organizational commitment. In their
study, the Adam’s equity theory was strengthened, in which worker
who feels unfairly treated in pay react by leaving the firm for
greener pastures. (Malkovich & Newman, 2002).
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Another example that used money to retain employees is of
the Fleet Financial Group which had experienced rapid and
unacceptable turnover in information technology jobs during the
1990s. They successfully retained their best employees by using
three-pronged solution: raise base wages immediately to ensure
equity with the external market, grant stocks options to selected
employees in the group, and give a retention bonus to anyone who
stayed through March 2000. Malkovich & Newman, ( 2000).
According to Moorhead and Griffin (2004), the organization’s
structure must be equitable and consistent to ensure equality of
treatment and compliance with the law. Compensation should be a
fair reward for the individual’s contributions to the organizations
and the compensation should be a competitive in the external labor
for the organization to attract and retain competent workers in
appropriate fields. An effectively planned and managed pay system
can improve motivation and performance. Different employers set
different pay levels; that is, they deliberately choose to pay above
or below what others are paying for the same work. (Malkovich &
Newman, 2002).
The General Electric Company, one of the most progressive
companies in the world that coped up with the threats of
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globalization has taken steps to make sure that its compensation
system is clear and understandable. (Moorhead & Griffin, 2004).
However, there are authorities who claimed that
compensation is not a factor in motivating employees to remain in
the job nor could be a factor to improve performance.
Herzberg (Robbins, 2003, Arnold, et.al. 2005) in the first
place theorized that pay is not a motivator, rather a hygiene or
maintenance factor. Malkovich and Newman claimed that pay could
improve performance by quantity but not quality (2002). In the
local researches, the finding of Pelagio (Modern Teacher, Feb.
2001) suggested that the administrators and non-master teachers
had least concern for “augmented salary”. This is supported by the
contention of Robbins (2003) that money and promotions typically
are low on the priority list of professionals. To Herzberg (Torrington,
at.al. 2002), pay has a limited capacity to motivate positively, can
even easily demotivate when managed poorly. Thompson and
others (Torrington, at.al. 2002), agreed that there is little to be
gained and a great deal to lose from the introduction of the
incentives schemes. Other authorities would even claim that
incentives are perceived by employees as tools of management
control which reduce their autonomy and discretion. This causes
resentment and leads to dissatisfaction and industrial conflict.
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With the hodgepodge of agreements and disagreements of
compensation as motivator, one discovery contributes to the
inquisitive mood of this researcher. The controversial issues of
minimum wage increase of President Clinton.
The increase of minimum wage instigated controversy when
the congress and President Clinton passed a bill in 1996 raising the
minimum wage for all American workers. Multiple jobs were
prearranged by owners to cope up because business industries
operated with a paper thin margin of profits that the increase of
minimum wage forced them to pay higher wages. In short pay was
not a motivator because workers were retrenched or resigned from
the job because of multiplicity of works (Moorhead & Griffin, 1998).
Another study strengthens the fact that pay is not a
motivator especially for the freshmen in the world of world.
In the study conducted by Rewards of Work (ROW) 2000 (a
research organization that particularly concerns on wages and
salary and this tied up with World at Work Organization),
“Generation Y”, the newest generation to enter the workforce, is
different from other cohorts in some respects. Contrary to the
popular wisdom, cash rewards and work content are less useful for
retaining members of this group than others. This group is also less
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satisfied than its older counterparts, especially with direct financial
and career rewards (Johnson, 2000:http://www.worldatwork.org/).
According to Gerry Ledford, a practice leader at Sibson and
Company (an American Compensation Association) announced
their findings during the 2000 World at Work International
Conference & Exposition: The five types of rewards examined in the
study are financial (that is, monetary) rewards; indirect financial
rewards (benefits); satisfying work content; affiliation with an
admirable organization; and long-term career opportunities. He
especially noted in the exposition that “All are necessary for
companies that wish to offer and attractive employee value
proposition; that is, appealing exchange of rewards from the
company in return for the employee’s motivated effort and
continued employment in the firm, “(http//www.sibson.com).These
findings have prompted more this researcher to find out if
compensation is a motivator that influence affective organizational
commitment. And job performance since the younger teaching
personnel has edge in number in Cor Jesu College.
Another study which suggests that money is often not the
biggest motivator for an employee is the survey on “40 Strategies
for Winning in Business” by Haney and Sirbasku (1997). It was
found that only 15% of employees left their jobs because of
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inadequate salary and benefits. The study found that of the job
leavers surveyed: 30% were unhappy with management and the
way they managed 25% felt they received no respect for good
work, 20% complained of limited opportunities for advancement,
15% cited inadequate salary and benefits, 5% were bored with the
job 5% cited other reasons (retirement, career change, sabbatical)
(1997-2005 Profiles International, Inc:
http://www.worldatwork.org/ ).
In the study of nurses who resigned from their jobs, Rowland
(1996) found that psychological rewards were more important than
the economic rewards for their retention. ( http://www.success-
motivation.com/concept.html)
Knight commented (2002) that something, such as salary,
may be a hygiene factor, a motivator or a negative motivator,
depending on the person, their goals and their experience of the
workplace. He added (58) that well judged management and
teaching incentives are necessary but not sufficient for
encouraging commitment to teaching as an activity that calls upon
initiative and inspiration. Equally, bad management and lack of
incentives might be expected to provoke motivational crises in the
form of apathy or stress. McCoy as cited by Zillman (2000)
strengthened this claim by saying, a fair and equitable
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compensation system can ensure employee’s trust in management
that helps prevent turnover. These claims are agreed by the local
author Iñigo, Jr. (2002), that money could be a motivator but not
the best because it gives rise to defensive or retaliatory behavior
such as union organization, poor quality workmanship, or executive
indifference.
According to the study of Lee & Tarce cited by Martires
(2002), there is no correlation between monetary rewards and
productivity.
These huge literatures and studies on compensation
strengthened the inquisitive desire of the researcher to investigate
more in order to find out if compensation package in school
organizations like Cor Jesu College influence the faculty’s emotional
attachment or elicits outstanding performance.
Job itself
Herzberg theorized (Arnold,et.al., 2005, Moorhead & Griffin,
2004, Hoy & Miskel, 2007) that job itself is a motivator. To Martires
(2002), achievement, recognition for accomplishment, challenging
work, increased and growth and development are satisfying factors
relating to job itself. There are authorities who claim that as
employees get older, interesting work becomes more of a
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motivator. With that Robbins (2003) claimed that today’s
progressive workplace is being modified to accommodate the
varied needs of a diverse workforce. This includes providing a wide
range of scheduling opinions and benefits that allow employees
more flexibility at work and which allows them to better balance or
integrate and personal lives.
To Knight (2002), our expectations as teachers, the practices
we take for granted and our beliefs what is good are influenced by
the contexts in which we are. Being a good teacher is about
personal skill deployed in an environment rich in appropriate
affordances. Internal motivations occur when the tasks or duty
performed is in itself a reward (Reece and Brandt, 2002). To
Robbins (2003), job challenge for professionals tends to be ranked
high. Their chief reward in their job is the work itself.
While happiness with working conditions and remuneration
are important, the motivated and created input of people is
brought out largely by providing them satisfaction in their jobs, a
challenge to their ability and an opportunity for achievement.
Psychologists Frederick Herzberg said that motivation comes from
internal stimulus resulting from job content, not job environment.
He has suggested that jobs be enriched to provide challenge,
opportunity for achievement, and individual growth (Reece and
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Brandt, 2002). Reece and Brandt (2002) likewise claimed that
learning opportunities, both on and off the job, can be a strong
motivational force. This idea is agreed by Rosabeth Moss Kanter
(Reece and Brandt, 2002) upon saying that “the chance to learn
new skills or apply them in new arenas is an important motivator in
a turbulent environment because it’s oriented toward securing the
future. “Or such work if not motivating at all becomes stressful to
the employee, thus, making him or her perform less or leave the
organization.
Knight (2002) clarifies the understanding to intrinsic
motivational strategies for improving teaching quality. His said that
it is useful to appreciate the teaching is an emotional activity in
which psychic rewards are important. He contested more that good
teaching flourishes when motivation to teach is part of the fabric of
the job, when the work and its social settings make it relatively
easy and quite natural to teach well (60). Brookfield (1999) and
Palmer (1998) have made similar claims about the importance of
these psychic rewards of higher education. They are not teaching
for money (knight 2002).
Catt as cited by Zilman (2000), claimed that worker’s
motivation is also influenced by the nature of the job itself,
employment expectations, and physical as well as the emotional,
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make-up of employees. Job security is relatively high (75 percent
positive) in retaining employees to the job according to ROW 2000.
When we speak of a positive job attitude or job satisfaction, we
mean that the people involved tend to have pleasant internal
feelings when they think about their jobs. (Bowditch and Buono,
1997)
According to Tomas Andres (1996) as cited by Tang, et.al.
(Philippine Journal of Psychology, 2005), in the Phil. Setting,
motivation is present when one is ganado, when one is motivated
to work, when one needs to prove his worth, when his self-worth is
boosted. Motivation comes from within the Filipino, from his loob.
In the local study of Pelagio (Modern Teacher February 2001),
it found out that teachers (master and non-master) believed that
one who finds joy and pride in his or her work or position is at
his/her maximum in his/her usefulness to his or her organization.
Though various literatures and studies emphasized that job
itself is rewarding, hence, provides driving force of the worker.
However, in a study conducted by Taylor (Moorhead & Griffin,
1998) on the automobile industry, it resulted that workers were
reasonably satisfied with their pay, working conditions, and quality
of their supervision, however, extreme dissatisfaction with the
actual work was expressed.
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Milkovich and Newman (2002) claimed that managers of
today are not focusing on the job itself. Managers are
experimenting variety of responses to the challenge of constantly
changing work. So this means that rather than analyzing the tasks
that make up the job, they analyze the skills or competencies a
person must possess to perform the work. Hence, performance
rating becomes irrelevant.
Supervision and Administration
Managers strive to motivate people in the organization to
perform at high levels (Torrington, et.al 2004). The supervisors and
managers are in the appropriate capacity to encourage their
subordinates or perform better or develop emotional attachment to
their organization. These encouragements somehow help the
organization to achieve its goals. According to Sinlao (2002), in any
organization, the human force is the most vital element in the
achievement of its goals. It is imperative, therefore, that leaders or
managers need to know about the psychology of motivation. In
fact, she expressed that in the field of educational leadership,
school managers are quite confused on how to bring out the best in
their teachers. Moreover, in such article it was noted that the
administrator’s displays to his or her teacher’s personal example
on how to handle failure and rejection, consequently, such
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administrators becomes a motivator to his or her teachers. Sinlao
(2002) emphasized further that outstanding motivators are not
necessarily the gregarious backslapping types at all.
Other studies exemplify the importance of leadership in
motivating employees that affect performance or productivity.
For Asian managers, according to the findings of Mayoralgo-
Nolasco (Philippine Journal of Psychology, 2005) in her study on
individualism-collectivism, attributions and leadership styles of
Asian and Western Managers, will win his subordinates’ loyalty and
support by establishing personal contact with them and showing
awareness of their problems and sentiments.
In the study of Pelagio (Modern Teacher Feb. 2001),it resulted
that in terms of the motivation-hygiene features of the master
teacher scheme, the master teacher showed more concern for “
exercise of leadership and initiative” but not for better supervisory
atmosphere. In the study of Ticzon (2003), management
capabilities of nurse supervisors in Cotabato regional and medical
center and the job performance of their staff nurses, it resulted that
there was a positive correlation between the management
capabilities of nurse supervisors and the job performance of staff
nurses.
Growth and Development Opportunities
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Benito (1998) , recommended that the faculty should be
provided with academic opportunities and adequate promotion for
ranking and tenure. They should also be given other incentives that
would further enhance their teaching competencies and strengthen
their commitments, whether they are teaching specialized or non-
specialized courses. In the same study, it was emphasized that the
preponderance of female teachers showed that the teaching
profession is more attractive to women than men. The ROW 2000
study investigated employee propensity to turnover, and identified
drivers of retention associated with each of the five types of
rewards. The most important predictors of retention were career
opportunities, feedback from the supervisor, job security,
satisfaction with job title (an indication of respect for employees)
and training and development opportunities.
In the study conducted by Pelagio (Modern Teacher, 2001) on
the influence on the attitudes of public elementary school and
administrators and teachers in the division of Cagayan, it resulted
that every teacher needs to have “some achievements” to feel
good about teachings and that every teacher needs to be rewarded
and recognized for outstanding work. In the study of Sr. Sando, O.P.
(2002) on factors prompting the voluntary turnover of nurses
working in the private tertiary hospitals at Davao City, it resulted
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that all survey participants agreed that the method which work
best is to promote employees from within rather than hire from
outside of the organization. Cooperation to create a professional
development plan with clearly defined tracks for advancement and
promotion gives employees an incentive to stay with an
organization. Robbins (2003) stressed that professionals place a
high level of importance on having skill development opportunities.
Co-workers
It might seem obvious that an organization can enhance the
motivation of its employees by creating conditions that foster and
promote friendship and other close personal relationships as
Moorhead & Griffin (2004) claimed.
However, according to the study of Lee & Tarce as cited by Martires
(2002), worker’s affiliation has no correlation to productivity.
Although social relationship with co-workers are essential in
performance and organizational commitment, Moorhead and Griffin
(2004) cite its danger when transfer of employees to different work
settings or lay off members of its workforce to reduce costs
happen. Complicating matters even further is the fact that the
strength or importance of social relationships to motivation will
vary from person to person from very strong and meaningful to
relatively weak and inconsequential.
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However, such views are negated in the study conducted by
Joffres and Haughey (2001), which resulted that low feelings of
community, that is, the teacher’s inability to build warm and
nurturing relationships in their work communities, were facilitated
by value incongruence, intra-organizational conflicts, role overload,
disorderly classrooms, and specific community members’
characteristics contribute much to the teacher’s low performance
due to feelings of inadequacy.
In the study of Sinlao (2002), it resulted that there are
teachers who need to be motivated through association with
successful, positive people, careful monitoring of their ideas,
attending classes and seminars, and keeping a journal of their
goals, and a record of their spiritual journey. This finding gains
support from Knight (2002): motivation and discomfort are created
by individuals in networks of others, all of whom are engaging with
multiple tasks in shifting settings. Being a teacher in higher
education is about you and your work environments, and your non-
work environments. He added (56), being a teacher is a part of
being a faculty member that competes or co-exists with other
identities.
According to Arnold, J. et.al. (2005), successful work
organizations need people who help each other out in addition to
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doing the core tasks of their jobs well. Altruism or helping another
person with a work task or problem is one of the organizational
citizenship behaviors (OCBs). These OCBs result when they feel
they are treated fairly or just. Moorhead and Griffin (1998) likewise
believe that in providing more opportunities for social interaction
contingent on improved performance might capitalize on
employee’s needs.
Organizational Commitment
The concept of organizational commitment has generated
huge amounts of research from 1980s onwards. This is no doubt
because it is what some employers say they want from employees.
(Arnold,et.al., 2005).
Organizational commitment is a psychological state where an
employee identifies with the goals and desires to maintain
membership with the organization (Robbins, 2003). Mowday, et,al.
(Arnold, et.al. 2005) defined organizational commitment as the
relative strength of an individual identification with an involvement
in an organization. Professionals have a strong and long-term
commitment to their field of expertise. Their loyalty is more often
to their profession than to their employer (Millet, et.al, 2001).
Allen and Meyer as cited by Arnold, et.al. (2005) have divided
organizational commitment slightly different from the way
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described above: affective commitment essentially concerns the
person’s emotional attachment to his perception of the costs an
risks associated with leaving his or her current organization and
normative commitment is a moral dimension, based on a person’s
felt obligation and responsibility to his or her employing
organization.
The results in the study of Wasti (Journal of Vocational
Behavior, 2005 October) suggested that affective commitment is
the primary driver of positive outcomes, especially when combined
with low level of continuance commitment.
Affective commitment according to Meyer and Allen (1997)
refers to an actor’s attachment to identification with, and
involvement within the respective identity. It includes a feeling of
belonging and sense of psychological attachment to the target of
commitment. This entity maybe in an organization, a project,
supervision or a fellow worker.
Job Performance
Throughout much of the world, higher and higher levels of
performance are demanded (Robbins, 2000). Career choices arise
more than once during a lifetime, because both people and career
opportunities change. Knowing that they can change careers can
29
help individuals avoid becoming poor performers in their jobs as a
result of career frustration (Moorhead and Griffin, 1998).
The reasons why an employee does not meet performance
standards can be generally categorized into one or more of four
reasons. The supervisor has not clearly communicated standards to
employee, the employee hasn’t received feedback on how well he
or she is doing, the employee’s work is hampered by lack of
knowledge, skills, or resources, and the employee isn’t motivated
or has a negative attitude
(http://www.goer.state.mny.us/train/onlinelearning/EC/301.2.html
In a local study made by Corpuz (2005), the degree of
behavior problems of pupils did not affect the teacher’s teaching
performance.
Torrington, et. al. (2002) claimed that performance was
typically seen as the result of the interaction between individual
ability and motivation. It is furthered by Bittel (Robbins 2003) by
saying “Employee performance is greatly influenced by the
workers’ expectancy of what their job will provide, their attitudes
toward personal achievement and advancement, and their wish for
harmony in the workplace”. Hill as cited by Robbins (2003), the
amount of opportunity people see in their jobs has a direct
relationship to their job performance. People are willing to put forth
30
the kind of effort that will increase productivity if their needs, goals,
expectations, and desires are met.
Sound performance evaluation contributes to the display of
desirable behavior at work. As Robbins (2003) emphasized, people
need to perceive that the effort they exert leads to a favorable
performance evaluation and that the favorable evaluation will lead
to the rewards that they value. Torrington, et.al. (2002) expressed
otherwise, that individual performance may be enhanced by
instituting incentives though, it is not universally applicable.
However, outstanding job performances somehow greatly
depend on the system of the organization itself or workplaces.
As emphasized by Elmore (1997), the literature on high
performing workplaces and in subfields like TQM tends to
romanticize the energy, competence and creativity of the
workplace in an organization. These are more elaborated in the
Program, for Faculty development of Mt. Sinai School of Medicine,
which established that the inadequate performance definition is
perceived lack of goals, inadequate performance assessments.
Secondly, the impediments to performance could be inadequate
support or resources or mismatch between job requirements and
skills of staff and lastly, inadequate performance/reward linkages
rewards are not valued by staff, delayed and perceived inequities
31
in distribution of rewards. Moreover, Deming asserts (Torrington,
Hall & Taylor 2002), performance variations are the result not of
individual differences, but of the systems that are implemented and
controlled by managers.
The different literature and studies reviewed allowed the
writer to decide the research methodology and provided additional
pieces of evidence and information, which are useful to this study.
The information are meaningfully related to teachers’ work
motivations, affective commitment and job performance.
This study then conceptualizes the relationship of motivation
to affective organizational commitment and job performance. The
degree of affective organizational commitment and job
performance will be influenced by the level of motivation of the
faculty; however, such level of influence varies according to the
factors identified: compensation, job itself, supervision and
administration, growth and development opportunities, and co-
workers.
The study includes two variables which are dependent and
independent. The independent variable is the work motivation
while the dependent variables are the affective organizational
commitment and job performance.
32
THE PROBLEM
Statement of the Problem
The study aimed to determine the extent of work motivation
indicators which are significantly correlated to the affective
organizational commitment and job performance of the faculty of
Cor Jesu College for school year 2010-2011.
Specifically, this study attempted to answer the following
questions:
1. What is the demographic profile of the male and female
faculty of Cor Jesu College in terms of:
1.1 age;
1.2 civil status;
1.3 organizational tenure; and
1.4 highest level of education?
33
2. What is the present level of work motivation of the faculty
of Cor Jesu College with regard to the following indicators:
2.1 compensation;
2.2 job itself;
2.3 professional growth and development opportunities;
2.4 administration and supervision; and
2.5 co-workers?
3. What is the level of the affective commitment of the
faculty?
4. What is the level of the job performance when the faculty
is grouped according to
4.1 College Department; and
4.2 Basic Education Department (BED)?
5. Is there a significant difference on the level of faculty’s
work motivation between departments based on each work
motivation indicator?
6. Is there significant relationship between the following
variables:
6.1 work motivation indicators and affective commitment
of the faculty;
6.2 work motivation indicators and job performance of the
basic education faculty; and
34
6.3 work motivation indicators and job performance of the
college faculty?
7. What is the extent of relationship between the following
variables:
7.1 work motivation indicators and affective commitment of
the faculty;
7.2 work motivation indicators and job performance of the
basic education faculty; and
7.3 work motivation indicators and job performance of the
college faculty?
8. What human resource development plan can be proposed
based on the findings of the study?
Null Hypotheses
The following null hypotheses are formulated:
Ho1: There is no significant difference on the work motivation
between college faculty and BED faculty in terms of the following
indicators:
a. compensation;
b. job itself;
c. professional growth and development opportunities;
35
d. administration and supervision; and
e. co-workers.
Ho2: There is no significant relationship between the following
variables:
a. work motivation indicators and affective commitment of
the faculty;
b. work motivation indicators and job performance of the
basic education faculty; and
c. work motivation indicators and job performance of the
college faculty?
Ho3. There is no extent of relationship between the following
variables:
a. work motivation indicators and affective commitment of
the faculty;
b. work motivation indicators and job performance of the
basic education faculty; and
c. work motivation indicators and job performance of the
college faculty?
36
Significance of the Study
This study would be significant to the following entities or
agencies and people where the study was conducted. It would be
more significant to the school organization or instruction as a
whole.
Students. A quality work life invokes quality services to
their clienteles, hence, they would benefit from the effective and
efficient performance of their mentors. This would mainly promote
a quality delivery of services.
Teaching Personnel. Profit from the study is generated as
they are able to know how the benefits offered by their institution
helped them improve their performance and strengthen their
affection to the organization as a whole. This would make them
evaluate certain important dimensions of work that may have an
effect to their chosen career paths. Evaluating factors that arrest a
worker from growing, it is important for them to make decisions to
continue or go out, persevere and enjoy and endure with their
teaching job.
37
School Administrators in General. This would assist to
modify or continue practices that may still be enriching or halting
the growth of their employees. This would likewise help them
scrutinize and examine closely certain provisions and policies that
keep and invite highly qualified employees especially faculty
members. The loyalty and vigor exhibited by the faculty as may be
shown in the study may be utilized, managed and clearly
understood especially in implementing new policies.
Cor Jesu College as an Organization. A better
understanding on the needs of its workforce helps the organization
competes fluently in the academe and consequently amplifies its
reputation of being efficient. It would help the school generate
more clients, invites more qualified personnel and retain the very
skilled employees especially in the areas currently groomed, as
such the organization earns an edge to a taut competition and
dwindle highly qualified employees from attractive offers.
Researchers. The result of this study would help/ assist the
researchers as they explore and deepen their appreciation and
understanding on the influence of work motivation to the affective
commitment and job performance of the employees.
38
Future Researchers. The finding would provide some in
depth knowledge and information related to affective commitment
and job performance influenced by work motivation.
THE RESEARCH METHODOLOGY
Research Design
This study made use of the descriptive correlational and
comparative design. It determined the extent to which different
variables are related to each other in the population of interest.
These critical distinguishing characteristics are the effort to
estimate a relationship (Sevilla, Ochave, Punnalan, Regala &
Uriarte, 1992). From this design, the study aimed to determine if
there is a significant relationship between the affective
commitment and work motivation indicators, and likewise the
magnitude of relationship between work motivation indicators and
job performance. It further utilized to test the amount of variance
explained by the indicators of work motivation (compensation, job
itself, administration and supervision, professional growth and
development opportunities, and co-workers) in both affective
commitment and job performance of the college and BED faculty.
Research Environment
39
This study was conducted in Cor Jesu College, located along
Sacred Heart Avenue, Digos City, Davao del Sur. Cor Jesu College is
a Filipino, and Catholic School owned and run by the Brothers of the
Sacred Heart. The institution envisions “fully transformed persons
inspired by the spirituality of the Sacred Heart of Jesus and the
charism of the Brothers of the Sacred Heart”. It is a PAASCU
accredited college since 1971 and had been a leading institution of
tertiary education in the province. The Basic Education had gained
respectable reputation in the province especially in academic
contests and non-academic pursuits. This year, the BED is
preparing for the first Level PAASCU accreditation.
The student enrolment for the second semester of school
year 2010-2011 was only 2, 798 for the college and 886 for the
basic education. The curricular programs being offered in the
college are as follows: Bachelor of Arts, Bachelor of Elementary
Education, Bachelor of Secondary Education, Bachelor of Science in
Business Administration, Bachelor of Library and Information
Science, Bachelor of Science in Accountancy, Bachelor of Science in
Accounting Technology, Bachelor of Science in Civil Engineering,
Bachelor of Science in Computer Engineering, Bachelor of Science
in Computer Science, Bachelor of Science in Criminology, Bachelor
40
of Science in Electronics and Communication Engineering, Bachelor
of Science in Hotel and Restaurant Management, Bachelor of
Science in Information Technology, Bachelor of Science in
Midwifery, Bachelor of Science in Nursing, Bachelor of Science in
Psychology, and the Vocational and Technology.
Research Respondents
The respondents of the study were 101 full-time College and
Basic Education or the teaching personnel of Cor Jesu College. The
66 full time College Faculty comprised the following departments:
Teacher Education, Arts and Sciences, Engineering and Technology,
Health Sciences, Business and Accountancy, Computer Studies, and
Sunday College; and 35 from the Basic Education Department
(BED). The universal sampling technique was utilized in gathering
data since the size is manageable. All the full time Basic Education
Faculty and College Faculty were considered in the study as they
were all the direct recipients of the translation of policies of the
institution and its provisions that greatly influence their
commitment to this organization and how these made interplay to
their performance.
Research Instrument
41
This study employed three sets of survey questionnaires for
data collection and one personal data profiler. The job performance
data that were already generated from the principal’s office (BED)
and Dean’s Office (college) were finally submitted to the Human
Resource Director’s Office.
The Work Motivation Questionnaire. (WMO). The instrument
used to measure work motivation was made by the researcher. The
researcher requested five (5) experts in the field to validate the
questionnaire. This Work Motivation Questionnaire was categorized
according to indicators: compensation, job itself, professional
growth and development opportunities, administration and
supervision, and co-workers.
The mean score for each motivational indicator was
computed and analyzed following the scale and descriptions given
below:
Table1Description of Scales Using the Work Motivation
Questionnaire(WMQ)
Scale Description
42
4.51-5.00
Very Highly Motivated (VHM) means the faculty’s need for good compensation package or adequate compensation, an interesting and challenging job, people oriented supervision/ administration, opportunities for professional and personal advancement and social support and congeniality are fully or extremely acquired in the workplace, hence gives vigor to do the job.
3.51-4.50
Highly Motivated (HM) means the faculty’s need for good compensation package or adequate compensation, an interesting and challenging job, people oriented supervision/administration, opportunities for professional and personal advancement and social support6 and congeniality are mostly or highly acquired in the workplace, thus, gives vigor to the job.
2.51-3.50
Moderately Motivated (MM) means the faculty’s need for good compensation package or adequate compensation, an interesting and challenging job, people oriented supervision/ administration, opportunities for professional and personal advancement and social support and congeniality are neither acquired in the workplace and gives vigor to do job nor lost and gives the lethargy to do the job thus, provides moderate motivation to the faculty.
1.51-2.50
Poorly Motivated (PM) means the faculty’s need for good compensation package or adequate compensation, an interesting and challenging job, people oriented supervision/administration, and opportunities for professional and personal advancement and social support and congeniality are seldom or poorly acquired in the workplace and gives lethargy to do the job.
43
1.00-1.50
Very Poorly Motivated (VPM) means the faculty’s need for good compensation package or adequate compensation, an interesting and challenging job, people oriented supervision/administration, opportunities for professional and personal advancement and social support and congeniality are lost in the workplace and gives strong lethargic attitude to do the job thus, the faculty is very poorly motivated.
The Affective Commitment Scale (ACS). The affective
commitment variable was measured by the Affective Commitment
Scale which was developed by Meyer and Allen (1997). There were
some questions which were modified by the researcher in order to
fit with the respondents being studied. This questionnaire was
likewise validated by experts.
The mean score was computed and analyzed according to the
following scale with its scale description.
Table 2 Description of the Scale Using the Affective
Commitment Scale (ACS)
Weight Status Interval
Scale Description
1 Strongly Disagree
1.00-1.50 Very Poorly Manifested: This indicates that commitment is 1% to 20 % manifested by CJC faculty
44
2
3
4
5
Disagree
Neither agreeOr disagree
Agree
Strongly agree
1.51-2.50
2.51-3.50
3.51-4.50
4.51-5.00
Poorly Manifested: This indicates that commitment is 21% to 40% manifested by CJC faculty.
Moderately Manifested: This indicates that commitment is 41% to 60% manifested by CJC faculty.
Highly Manifested: This indicates that commitment is 61% to 80% by CJC faculty.
Very Highly Manifested: This indicated that commitment is 81% to 100% manifested by CJC faculty.
All instruments were tracked down using the codes for each
respondent listed in the master list of the researcher.
Job Performance Rating. The job performance Rating
Instrument for the BED differs from the college in the point system
distribution. The BED used 25-point maximum while the college
utilized 50- point maximum. However, the two departments
covered the same areas in rating the job performance: teaching/
classroom performance, performance and completion of related
studies and work, Professional services and cooperation in
45
upholding unit and school policies in following accepted school
rules, procedures, and the code of ethics. The college department
however put emphasis on attendance to seminars or training by
placing points. The job performance ratings of the faculty are
secondary data obtained from the office of the Human Resource
Director.
The Standard Job Performance Rating of two departments was
formulated for the purpose of ranking and promotion. For the
purpose of this study, however, the researcher developed job
performance rating as follow:
Table 3Distribution of Points and Description
of Job Performance Rating
DescriptionBED (25 maximum point distribution)
College (50 maximum point
distribution)Excellent Above 24 45 and aboveExceeds Expectations
20-24 35-44
Meets Expectations 15-19 25-34Does not Meet Expectations
Below 15 Below 25
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Research Procedure
In conducting the research, the following steps would be
embarked upon: asking permissions from the School President
through the Human Resource Director to compose the Basic
Education (BED) and College Faculty as respondents of the study.
Likewise, the same office was asked for permission in administering
the questionnaire, retrieving the answered survey forms, collating,
tabulating, and analyzing and interpreting of data and the writing
of the final research manuscript. Particularly, the Dean of the
College and the Principal of the BED was informed of the approved
request. The data for the job performance would be generated from
the BED Principal and the Dean of the College as these are
considered ready data or results.
Statistical Treatment
The study purposely correlated the motivating indicators as
perceived by the full time teaching personnel of Cor Jesu College to
their affective commitment and job performance. It determined the
varying degree of this motivational indicator in influencing affective
organizational commitment and job performance of the teaching
personnel.
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To do this, the following statistical tools were employed:
1. Mean scores, percentages and frequency distribution were
utilized to describe the demographic profile of the faculty in terms
of organizational tenure, age, sex, civil status and rank.
2. Pearson Product Moment Correlation was used to find the
significant relationship between affective commitment of the
faculty and each of the indicators of work motivation. It was
likewise utilized to determine the magnitude of relationship
between job performance of the faculty and each of the indicators
of work motivation.
3. One-Way ANOVA was used to find whether significant
difference exists on work motivation between college faculty and
BED faculty in terms of the five (5) motivational indicators.
4. Multiple linear regression was employed to determine the
factor of each category of work motivation that greatly affects job
performance and affective commitment of the college faculty or
BED faculty. Likewise, it was utilized to test the amount of
variance explained by the indicators of work motivation in both
affective commitment and job performance of the college and BED
faculty. Thus, the Standard Analysis of Variance (ANOVA) was
48
obtained to answer the question of the extent of relationship
between/ among two or more variables (Padua, 2000).
All interpretations were based on 0.05 alpha level of
significance.
DEFINITION OF TERMS
The following terms are defined conceptually and
operationally for clear understanding of the research specifically on
the findings and interpretation of data.
Administration and Supervision. This refers to the school
administrators’ style of managing their functions, implementing
policies and their dealings with subordinates.
Affective commitment. This is essentially concerned with
the person’s emotional attachment to his or her organization and
49
his or her great belief in the values of the organization which
strongly affect organizational citizenship behaviors and its intention
to stay in the organization.
Compensation. This pertains to all forms of financial returns
and tangible services and benefits receive as part of an
employment relationship. This may be received directly in the form
of cash (salary, bonuses, benefits convertible to cash and
incentives) or in kinds like uniform allowance or awards received by
an employee.
Co-workers. This refers to the other employees working with
the individual whether faculty or non-teaching personnel.
Faculty. This refers to the full time basic education and college
instructors or teachers working in Cor Jesu College.
Job Itself. This pertains to the extent to which job tasks as
lecturing, grading, creating and modifying enriching classroom
activities, etc, are considered interesting and permits opportunities
for learning and accepting responsibility.
Job Performance. This is a measure of how a faculty conducts
classroom instruction and tasks related to it, as well as other work
50
related behaviors required of him or her to display in a job as
evaluated against a specific set of criteria.
Organizational Tenure. This pertains to the number of years
or the length of time that an employee worked in the school
organization.
Professional Growth and Development Opportunities.
This refers to the availability and accessibility for the chance to
advance professionally such as promoted to a higher rank,
upgrading of skills through attending training or seminars or be a
speaker to enriching seminars within or outside the school;
educational advancement for academic leadership.