Work Motivation, Work Commitment and Performance of Public School Teachers: Basis for An Intervention Program

: This descriptive correlational study determined the level of work motivation, work commitment, and performance of Public School Teachers in the Division of Passi City as basis for an Intervention Program. The participants of the study were the 226 public school teachers in the Division of Passi City, Iloilo. Data were gathered using the Work Motivation Questionnaire and the Organizational Commitment Questionnaire and were statistically analysed using the mean, t-test, ANOVA and Pearson’s r set at 0.05 alpha level. Data with significant findings were further subjected to Scheffe test. Findings of the study showed that majority of the teachers were female who earned Masters units in teaching and have been teaching for more than a decade. Teachers have high level of work motivation in terms of need for achievement, need for power, and need for affiliation and high level of work commitment in terms of loyalty towards work, personal commitment, and security of tenure. The teachers have very satisfactory level of performance as reflected in their IPCR. No significant difference existed in the level of work motivation and work commitment of teachers in terms of age, sex, highest educational attainment and length of service. Also, no significant difference existed in the performance of teachers when classified as to districts. Significant differences occurred in the teacher’s level of work motivation and work commitment when classified according to different dimensions. No significant relationship existed between the work motivation and performance of teachers as well as their work commitment and performance while a significant relationship occurred in the level of work motivation and work commitment. The behavior of the students is the most common problem encountered by the teachers. The organizational development program is recommended to further motivate and enhance the commitment and performance of teachers.

The educational thrusts of the DepEd today are designed to update our schools, curricula, teaching force and incorporate the values that would adopt, in the light of the on-going changes, the present needs and demands involving personal and professional advancement of the teachers so as to have quality education.
The teachers are very important resources in effecting changes in the lives of students. But rarely do people take time to recognize or much less appreciate the contributions that teachers make. This is may be due to the typical characteristics of teachers to devote all their energies to performing their primary function of educating students. But it is exactly these teachers that education needs to become leaders.
Khanser (2014) believes that aside from being leaders, teachers act as surrogate parents, models, facilitators, advisers, guidance counsellors, civic workers, disciplinarians and classroom managers. In addition, high expectations were expected among teachers. They were expected to become role models for students and people in the community as well as manage far-reaching changes in and out of schools (McLendon, 2014).
In order to improve the teaching performance of teachers, it is important that teachers are motivated, as well as committed and satisfied with their job. Vance (2016) emphasized that employees who are motivated and committed to their organizations give their companies crucial competitive advantagesincluding higher productivity and lower employee turnover.
Henceforth, it is the objective of this investigation to determine the work motivation, work commitment and job performance of teachers.

Statement of the Problem
This descriptive-correlational study aimed to ascertain the work motivation, work commitment, and job performance of teachers in Passi City, Iloilo as a basis for an intervention.
Specifically, it sought to answer the following questions: 1. What is the profile of the respondents in terms of: a. Sex b. Age c. Highest Educational Attainment d. Length of Service 2. What is the level of work motivation of teachers in terms of: a. need for achievement b. need for power; and c. need for affiliation 3. What is the level of work commitment of teachers in terms of: a. loyalty towards work b. personal commitment; and c. security of tenure? 4. What is the performance of teachers as reflected in their IPCR? 5. Is there a significant difference on the level of work motivation of teachers when grouped according to the different dimensions and according to profile? 6. Is there a significant difference on the level of work commitment of teachers when grouped according to the different dimensions and according to profile? 7. Is there a significant difference on the performance of teachers when grouped according to districts? 8. Is there a significant relationship on the level of work motivation and work commitment of teachers; Work motivation and performance of teachers; and work commitment and performance of teachers? 9. What intervention program may be proposed?

Research Design
The survey-correlational method of research was employed in this study. A survey study, also referred to as a descriptive study, determines and describes the way things are (Gay & Airasian, 2003

Locale of the Study
The study was conducted in the Schools Division of Passi City, Iloilo comprised of the thirty-eight (38) elementary schools and seven (7) secondary schools divided into four districts.

Respondents of the Study
The participants were the 226 randomly selected public school teachers in the Division of Passi City, Iloilo.

Data Gathering Procedure
Three (3) data gathering instruments was used in this study: the Work Motivation Questionnaire (WMQ) (Robbins, 1993), Insilada's Organizational Commitment Questionnaire (2010), and the Individual Performance Commitment and Review Form (IPCRF).
The data gathered were subjected for statistical analysis using the following statistical tools; frequency count, mean, percentage, analysis of variance and the Pearson r moment correlation coefficient.

Profile of the Respondents
Khanser (1994( , in Valerio, 2008 believes that aside from being leaders, teachers act as surrogate parents, models, facilitators, advisers, guidance counsellors, civic workers, disciplinarians and classroom managers. In addition, high expectations were expected among teachers. They were expected to become role models for students and people in the community as well as manage far-reaching changes in and out of schools (McLendon, 2004).
This study presents the profile of the public school teachers in Division of Passi City for the school year 2018-2019.
The data shows that 87% (f=196) of the public school teachers are female while only 13% (f=30) are male. In terms of age, 53% (f=120) of the public school teachers are 42 years old and below while 47% (f=106) are above 42 years old. For educational attainment, 22% (f=50) of the public school teachers have bachelor's degree, 55% (f=125) have earned units in a master's degree, and 23% (f=51) are already full-fledged master's degree holder. As to their length of service, 31% (f=70) of the public school teachers have been teaching for 1-10 years, 36% (f=81) have been teaching for 11-20 years, and 33% have been teaching for 21 years and above.

Level of Work Motivation of Teachers According to different Dimensions
Need for Achievement. The data in Table 2.1 shows that public school teachers have high level of work motivation in terms of need for achievement, M=4.24. Specifically, teachers have very high level of work motivation in terms of need for achievement in the following items: I enjoy being in charge (M=4.80, Rank=1), and I try very hard to improve my past performance work (M=4.50, Rank=2).
The result of the study simply states that teachers with high work motivation in terms of need for achievement tries and does their best to attain their goals and objectives. Also, they take responsibility in every activity that they go through. The result of the study simply states that teachers with high work motivation in terms of need for power is in a managerial level where he or she wants to give orders and direct employees. The result of the study simply states that teachers with high work motivation in terms of need for affiliation tries to be people oriented more than task oriented. Also, the desire and needs for making relationships with people is evident. The result simply states that majority of the teachers value their work and they are willing to do everything to promote and improve their school. The result supports the idea that teachers are committed to performing their duties without any doubts and that they are proud and happy in their situation in their work.  The result simply states that majority of the teachers care for the future of the school and most of them learned a lot of things since they became a part of the school. Sison (1991( , in Valerio, 2008 cited that performance refers to actual or realized achievement. To improve one's performance, Rummler and Brache (1995) suggest that management creates a job environment in which capable, adequately trained people have clear statements of, regular feedback on, positive consequences for, and barriers to school achievement.

Difference on the Level of Work Motivation of Teachers in the Different Dimensions and according to Profile
The data below shows that there is a significant difference in the level of work motivation of teachers in the different dimensions, F(2,675) = 28.859, p=0.000. This means that the level of work motivation of teachers varies across dimensions.
In fact, using Scheffe as a post hoc test, the differences existed between the need for achievement and the need for power, and between the need for affiliation and the need for power.
Thus, according to Kohn (1993) understanding motivation begins with a careful analysis of the incentives and rewards present in the school and classroom. He further argued that applied behaviorism which amounts to saying, do this and you'll get that, is essentially a technique of controlling people.  Thus, according to Kohn (1993) understanding motivation begins with a careful analysis of the incentives and rewards present in the school and classroom. He further argued that applied behaviorism which amounts to saying, do this and you'll get that, is essentially a technique of controlling people. And also, there is no significant difference in the level of work motivation of teachers in terms of length of service, F(2,223)=2.129, p=0.121. This means that public school teachers in the Division of Passi City have comparable level of work motivation regardless of the length of service in the teaching profession.

Difference on the Level of Work Commitment of Teachers in the Different Dimensions and according to Profile
The data below shows that there is a significant difference in the level of work commitment of teachers in the different dimensions, F(2,675) = 14.148, p=0.000. This means that the level of work commitment of teachers varies across dimensions.
In fact, using Scheffe as a post hoc test, the differences existed between loyalty towards work and security of tenure, and between loyalty towards work and personal commitment.
Teachers who are more committed to the profession and its goals are less likely to be highly committed to the organization (Wallace, 1993; Valerio, 2008). But Tierman (2000) stressed that organizationally committed teachers value religion, faith and teaching while professionally committed teachers value faith, personal growth and development and love of children. And also, there is no significant difference in the level of work commitment of teachers in terms of length of service, F (2,223)=0.984, p=0.376. This means that public school teachers in the Division of Passi City have comparable level of work commitment regardless of the length of service in the teaching profession.
Moreover, schools as loosely coupled organizations have difficulties in observing teachers, assessing performance, and mandating specific practices; therefore, teacher's professional commitment is crucial for achieving good instruction (Firestone & Pennell, 1993; Valerio, 2008).

Significant difference on the performance of teachers when grouped according to Districts
The data in table 7 shows that there is no significant difference in the level of teachers' performance when classified as to districts, F(3,222) = 2.393, p=0.069. This means that teachers' competence across the different dimensions are comparable.
Carr (1994( , in Valerio, 2008, also believes that clear, worthwhile, challenging goals, practical standards and useful feedback, sufficient autonomy and appropriate support, recognition, time and money also support performance.

Relationship between Work Motivation and Work Commitment; Work Motivation and Performance; and Work Commitment and Performance of Teachers
The data in table 8.1 shows the relationship between teachers' level of work motivation and commitment of teachers. The level of work motivation of public school teachers is significantly related to the teachers' commitment towards work, r=0.459, p=0.000.
This means that public school teachers' motivation is an important factor that would affect their commitment towards work. In fact, 21.07% ( 2 = 0.2107) of the variance in the teachers' commitment towards work is accounted for by the teachers' level of work motivation. This means that public school teachers' motivation is not a significant factor that would affect their performance based on IPCR. This means that public school teachers' commitment is not a significant factor that would affect their performance based on IPCR. Of all the challenges in an organization, the key issue is to create and maintain a motivated and committed teachers, since the more committed and motivated teachers are, the higher the probability of achieving organizational objectives and enhancing work performance.
The importance of work motivation and work commitment cannot be underestimated as both directly have an impact on the organizational performance and effectiveness. Although debatable, one of the aspect that acts as a differentiator between the school and teachers is their motivation and commitment towards their work.
Organization Development refers to the change effort planned organization-wide and managed from the top to increase the organization effectiveness through designed activities involving organization's processing behavioural-science knowledge.
Organization Development is a response to identify the need of change, using an education strategy to the normative change such as the beliefs, attitudes, values, and structure of organizations so they can adapt to the new technologies, markets, and challenge, and the dizzying rate of change itself.
It is with this in mind that this document has been created as a tool to mentor teachers in the Division of Passi City in terms of classroom management, discipline and work motivation.

Conclusion:
Based on the findings of the study, the following conclusions were drawn: 1. Most of the public school teachers are seasoned teachers who earned master's units in teaching. 2. Teachers are motivated enough in their work even when classified in terms of need for achievement, need for power, and need for affiliation. 3. Teachers' level of work motivation is comparable regardless of gender, age, highest educational attainment, and length of service. 4. Teachers are committed enough in their profession in terms of loyalty towards work, personal commitment, and security of tenure.