International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VII, July 2022 | ISSN 2454–6186
Sanny F. Fernandez
Faculty-Iloilo State College of Fisheries-Main Campus, Tiwi,
Barotac Nuevo, Iloilo 5007 Philippines
Abstract. This survey-correlational research determined the level faculty work motivation and teaching effectiveness as well as the significance of the differences and relationships. The antecedent variables were length of teaching experience, academic rank, educational qualification and college affiliation. They were further categorized as 10 yers and below, 11-20, or above 20 years for the length of teaching experience; instructor, assistant professor, associate professor, or professor for academic rank; baccalaureate, master’s or doctorate degree foe educational qualification; and management, teacher education, information technology, agriculture, or maritime for college affiliation. The independent variables was work motivation and teaching effectiveness was the dependent variable. The study was conducted among the 139 randomly selected faculty in a state institution of higher learning in the province of Iloilo. Two adopted, validated and pilot tested data gathering instruments were used – the Work Motivation Questionnaire (WMQ) by Steers and Braunstein (1976, in Siason 2008); and Teacher Effectiveness Questionnaire (Mishra, 2012). Statistical tools were means, standard deviations, one-way ANOVA, and the Pearson’s r. Significance level for all inferential tests was set at .05 alpha. Study results revealed that the faculty had high motivation to work and were effective as teachers. Significant differences were noted in work motivation and teaching effectiveness among the faculty classified according to educational qualification. A significant relationships existed among the faculty work motivation and teaching effectiveness. Human resource management officer shall update their faculty development plan in the area of motivation and effective teaching.
Keywords: motivation, teaching effectiveness, faculty, survey-correlational
I. INTRODUCTION
One of the most important factors, and one that positively or adversely affect teachers’ teaching-learning processes, is the level of teachers motivation concerning their vocation (Yazici, 2009). An individual’s vocational performance and the teacher’s sustained successful performance are connected with the high level of motivation they have for their vocation. A study by De Jesus and Lens (2005) claims that teachers with a high motivation level are more open to innovations and can better adapt. Thus, the motivation level of teachers is important in terms of educational reforms. The teaching profession is a vocation where the sources of internal and external motivation are important (Başaran & Dedeoğlu Orhun, 2013).