JOB SATISFACTION AND MOTIVATIONAL FACTORS

OF ELEMENTARY TEACHERS IN LAMUT DISTRICT

A Basic Research
Submitted to the Department of Education
Cordillera Administrative Region
for Basic Research Fund School Year 2018-2019

Submitted by:

JENELYN N. BALLOGAN
ESHT-3
Hapid Elementary School
Hapid, Lamut, Ifugao

March 8, 2019
 ABSTRACT

This study sought to determine the job satisfaction and motivational factors of 126

public elementary teachers of Lamut District and its implication to their performance

ratings. The respondents were selected via the Stratified Random Sampling method. The

data were collected using the validated survey questionnaire which aimed to ascertain the

level of job satisfaction and level of motivational factors in terms of recognition, monetary

reward, professional growth, interpersonal relations, sense of achievement and working

conditions of the respondents. The level of motivational factors and job satisfaction of

respondents were analyzed using mean. The differences in the level of motivational

factors and job satisfaction of the respondents were computed using t-test or f-test at 0.05

level of significance. Correlation analysis particularly Pearson Moment Correlation was

used to determine the relationship between motivational factors and job satisfaction of

teachers. The findings indicate that the variable, interpersonal relations does not

significantly correlate to the job satisfaction of the teachers although it motivates them

highly. The results also reveal that the higher the level of motivation of the teachers in

terms of recognition, monetary reward, professional growth, sense of achievement and

working condition, the higher would also be the level of their satisfaction in their job. On

the other hand, if the level of motivation of teachers on the stipulated variables are low,

then their job satisfaction would also be low.

Key Words: job satisfaction, motivational factors

 ACKNOWLEDGEMENT

I greatly commend and thank the Basic Education Research Fund (BERF) for

supporting and funding this research that channeled me to a road of new learnings as well

as Mr. Samuel Tayaban, SEPS, who provided sensible insights and his expertise that

greatly assisted in the conduct of the research.

I am also grateful to the Division Research Committee for their full support and to

Mrs. Rosa D. Humiwat, PSDS of Lamut District, for allowing me to conduct the research

in the district.

And above all, I thank God for the wisdom and knowledge He bestowed upon me.

Jenelyn
 TABLE OF CONTENTS

TITLE PAGE i

ABSTRACT ii

ACKNOWLEDGEMENT iii

TABLE OF CONTENTS iv

LIST OF TABLES vi

INTRODUCTION AND RATIONALE 1

LITERATURE REVIEW 2

RESEARCH QUESTIONS 5

SCOPE AND LIMITATION 5

RESEARCH METHODOLOGY 5

Sampling 5
Data Gathering Procedure 7
Data Analyses 7
Ethical Issues 8

RESULT AND DISCUSSION 9

CONCLUSIONS AND RECOMMENDATIONS 14

DISSEMINATION AND ADVOCACY PLAN 16

REFERENCES 17

FINANCIAL REPORT 19

APPENDICES 21

A. Letter to the Respondents 21

B. Survey Questionnaire 22
 LIST OF TABLES

Table 1. Level of motivation of elementary school teachers in the

districts of Lamut

Table 2. Level of job satisfaction of elementary school teachers in the

districts of Lamut

Table 3. Correlation matrix in the relationship between the level of

motivation and the job satisfaction of teachers

 INTRODUCTION AND RATIONALE

Significantly, job satisfaction and motivation are very essential to the continuing growth

of educational system around the world and they rank alongside professional knowledge

and skills, competencies, educational resources as well as strategies, in genuinely

determining educational success and performance.

The increasing importance of job satisfaction is a factor affecting the management of

schools, colleges and universities in today’s world. Therefore, it is vital for administrators

to examine various employee motivation methods and determine which is most

successful.

Considering the factors that contribute to the overall reactions of teachers about their

job, teachers can have different feelings towards their work, pay, job security, supervisory

strategies, co-workers, and their promotion. Teachers can be satisfied with their

supervisor but dissatisfied with their pay. Similarly, they can be dissatisfied with their work

because their abilities are not being fully utilized. Undoubtedly, if the teachers attain

adequate job satisfaction they will be in a position to cope with the educational objectives

in a successful manner which stimulates a meaningful change in their performance. Thus,

teachers are bound with virtues and professionalism in the service.

Teachers are mandated to cooperate and work hard for the improvement of the

institution. This special thrust rests on the work force in the Department of Education

particularly the teachers. Thus, it is therefore a question on whether or not the different

motivational factors still give them job satisfaction or if not what then would satiate the

hardships that they go through.

With the above-mentioned discussion, this study found out some motivational factors

that affected the job satisfaction of elementary teachers. The results and findings of this

study will help Human Resource Management in making policies and regulations to meet

the needs and concerns of teachers.

 LITERATURE REVIEW

There are many studies that have analyzed the relationship between motivation and

job satisfaction and its relationship between and among other related variables. (George

& Jones, 1996; Newstrom & David, 1993; Mullins, 1989). Low salaries, physical working

conditions, low-status positions and tiring jobs are among the common reasons that cause

problems in an institution.

Teachers are arguably the most important group of professionals for our nation’s

future. Therefore, it is disturbing to find that many of today’s teachers are dissatisfied with

their jobs. It is crucial that we determine what increases teacher motivation. An

organization’s liveliness, whether public or private, comes from the motivation of its

employees, although their abilities play just as crucial a role in determining their work

performance and their motivation (Lewis, Goodman & Fandt 1995).

Dessler (2001) defined motivation as the intensity of a person’s desire to engage in

some activity. From the above definitions some issues are brought to mind that deal with

what starts and energizes human behavior, how those forces are directed and sustained

as well as the outcomes they bring about performance. It follows therefore that there is a

relationship between motivation and job satisfaction, which is paramount in any

organization’s existence. Many factors have been examined in an attempt to find which

ones promote teacher motivation. Sylvia & Hutchinson (1985) concluded: “Teacher

motivation is based in the freedom to try new ideas, achieve appropriate responsibilities,

and intrinsic work elements. Based upon our findings, schemes such as merit pay were

predicted to be counterproductive.” They explain that true job satisfaction is derived from

the gratification of higher-order needs, social relations, esteem, and actualization rather

than lower-order needs.

Moreover, teacher motivation is determined by both pecuniary and non-pecuniary

factors. Pay levels and other material benefits must be sufficient to meet basic human
needs (food, housing, clothing, transportation, healthcare, education and trainings).

However, overall job satisfaction among teachers is also strongly determined by higher

order emotional and social needs, most notably professional self-esteem, job security,

interpersonal relations, opportunities for career progression, the working environment, and

work load.

Bartol and Martin (1987) have classified the motivation theories into three major

categories: needs theory, cognitive theory, and reinforcement theory. The most famous

theory is Maslow’s hierarchy of needs. Maslow’s hierarchy of needs said that every human

should satisfy the following such as physiological, safety needs, love and belonging,

esteem, and self-actualization so that if this needs will be fulfilled then, an individual is

satisfied in his/ her everyday life.

Herberg (1959) introduced the two factors namely “Motivators” and “Hygiene”, which

lead job satisfaction at work place. Motivators include recognition, achievement, possibility

of growth, advancement, responsibility, and work itself. On the other hand, hygiene factors

include salary, interpersonal relations at work, supervision, company policies and

administration, working conditions, factors in personal life, status, and job security.

(Tietjen,1998). According to Herberg, the presence of motivators brings job satisfaction

and lack of hygiene factors results in job dissatisfaction. Moreover, the presence of

hygiene factors does not result necessarily increase job satisfaction, but only reduce or

eliminate job dissatisfaction of the employees. Job satisfaction is simply defined as “how

people feel about their jobs and different aspects of their jobs. It is the extent to which

people like or dislike their jobs” (Spector, 1997).

Motivators or satisfiers are those factors that provide positive feeling about job and

cause satisfaction. These factors motivate individuals by changing the nature of work.

They challenge individuals to develop their skills and talent to fulfill their potentials. For

instance, adding more responsibility to work and providing learning opportunities to a

person to work at a higher level can lead towards a positive performance growth.

(Bogardus, 2007).

Harrington (2004) pointed out that once we have been doing work for a while, our

curiosity fades gradually. Some people lose the pleasure in work while some continue in

order to maintain their increasing salaries and to secure long term benefits, after they have

mentally quit. Others pursue a job change is the only way to get back their long-lost

enthusiasm. This scenario captures the essence of problem facing many organizations

including educational institutions. Motivation! While some teachers might be motivated to

exert high level of effort but others are not. Therefore, it becomes management’s

challenge to cope with employee’s low motivation.

 RESEARCH QUESTIONS

This study aimed to determine the job satisfaction and motivational factors of

selected elementary teachers of Lamut District. Specifically, to answer the following

questions:

1. What is the level of motivation of the respondents?

2. What is the level of job satisfaction of the respondents?

3. Is there a significant relationship between the respondents’ level of

motivation and level of job satisfaction?

SCOPE AND LIMITATION

The study determined the motivational factors contributing to the teachers’ level of

job satisfaction. It took place during the second quarter of SY 2018-2019. For the

delimitation, this study only surveyed selected elementary teachers of Lamut District who

were chosen using Stratified Random Sampling.

RESEARCH METHODOLOGY

Sampling

The respondents of the study were the 126 elementary teachers from twenty-four

public elementary schools in Lamut District, Division of Ifugao. The samples of the study

were determined using Slovin’s formula:

n = N___
1 +Ne2
where: n = sample size
N= population size
e = margin of error (.05)
 The population and samples of the study are as follows:

Table 1. Population and samples of the study

School Samples Percentage
19 15.07
1. Lamut Central School
2. Alupapan Central School 5 3.97
3. Bliss Elementary School 5 3.97
4. Dunuan Elementary School 8 6.35
5. Hapid Elementary School 5 3.97
6. Ilap Elementary School 5 3.97
7. Jolowon Elementary School 4 3.17
8. Lawig Elementary School 6 4.76
9. Lucban Elementary School 5 3.97
10. Mabatobato Elementary School 2 1.59
11. Magulon Elementary School 5 3.97
12. Mawanini Elementary School 3 1.59
13. Mongilit Elementary School 5 3.97
14. Mongilit Extension (Ampucol ) 1 0.79
15. Nayon Elementary School 8 6.35
16. Nunhabatan Elementary School 5 3.97
17. Panopdopan Elementary School 6 4.76
18. Pieza Elementary School 4 3.17
19. Pugol Elementary School 4 3.17
20. Pulaan Primary School 1 0.79
21. Regimental Elementary School 3 1.59
22. Salamague Elementary School 5 3.97
23. Sanafe Elementary School 6 4.76
24. Umilag Elementary School 6 4.76
Total 126 100.00
Data Gathering Methods

The data were gathered using a survey developed by the researcher and was

validated by experts in the Testing Department of Nueva Vizcaya State University. The

survey was divided into two parts; 1) level of satisfaction of the respondent as to work, job

security, supervisory strategy, relationship with colleagues, and promotion 2) factors

affecting the level of job satisfaction such as recognition, monetary reward, professional

growth, interpersonal relations, job significance, sense of achievement, and working

conditions.

The researcher personally administered the questionnaire to the respondents to

have 100% retrieval of questionnaires.

Data Analysis

The data gathered from the survey were tallied, and tabulated then after which

statistical analysis was made. The level of motivational factors and job satisfaction of

respondents were analyzed using mean while the differences in the level of motivational

factors and job satisfaction of the respondents were computed using t-test or f-test at 0.05

level of significance. Correlation analysis particularly Pearson Moment Correlation was

used to determine the relationship between motivational factors and job satisfaction of

teachers.

The four-point scale response scheme was used to determine the level of
satisfaction of the respondents.

Rating Scale Mean Range Qualitative Description

4 3.50-4.00 Highly Motivated

3 2.50-3.49 Motivated

2 1.50-2.49 Unmotivated

1 1.0-1.49 Highly Unmotivated

 The four-point scale response scheme was used to determine the factors affecting
job satisfaction of the respondents

Rating Scale Mean Range Qualitative Description

4 3.50-4.00 Fully satisfied

3 2.50-3.49 Satisfied

2 1.50-2.49 Unsatisfied

1 1.0-1.49 Never satisfied

Ethical Issues

The researcher used the proper scientific work practices. It employed the good

scientific practice which includes honesty and general care and precision in research

activities such as research, recording, presentation and evaluation. It also worked on the

ethically solid information retrieval, research and evaluation methods and transparency in

publication.

On the other hand, the researcher and the research process avoided the deceit in

scientific activities such as fabrication, unauthorized borrowing (plagiarism) which includes

copy and paste, plagiarism by changing words, style copying and copying someone’s idea.

Permission was sought from the school principals to administer the questionnaire

to the teachers in their school.

 RESULTS AND DISCUSSIONS

Level of Motivation Factors of Elementary School Teachers in Lamut District

The assessment of the level of motivation factors among elementary school

teachers of Lamut is reflected by six (6) variables specifically recognition, monetary

reward, professional growth, interpersonal relations, sense of achievement, and working

condition.

Table 2. Level of motivation of elementary school teachers in Lamut District

Motivation Variables
Mean S.D. Qualitative Description
Recognition 3.20 0.73 Motivated
Monetary reward 3.22 0.78 Motivated
Professional growth 3.26 0.63 Highly Motivated
Interpersonal relations 3.61 0.46 Highly Motivated
Sense of Achievement 3.43 0.48 Highly Motivated
Working condition 3.61 0.34 Highly Motivated
Overall Mean 3.35 0.56 Highly Motivated

1.00 - 1.75 = High Unmotivated 2.51-3.25 = Motivated

1.76 – 2.50 = Unmotivated 3.26 – 4.00 = Highly Motivated

The result denoted that of the six variables used in the study, the respondents were

highly motivated in terms of professional growth, interpersonal relations, job significance,

sense of achievement and working condition, however, they have lower motivation in

terms of recognition and monetary reward.

The result coincides with the findings of Andriotis (2017) that ongoing training for

employees is absolutely pivotal in maintaining a happy workforce leading to job

satisfaction likewise the study of Zainudin Awang & Junaidah Hanim Ahmad (2010) and

Danish & Usman (2010) who found a positive significant correlation between workplace

relationship and job satisfaction.

The finding, furthermore, indicates that the respondents place high value on

potential professional advancement and growth in their job. Not only this but also
interpersonal relations is highly regarded by the teachers. This absolutely means that they

treasure harmonious working relationships with their superiors as well as their students.

Similarly, the result matches the survey by Bayt.com in 2015 which found that

sense of achievement was the major factor influencing workers job satisfaction getting

84% in the survey among other factors. By this it could be inferred that the teachers yearn

to be beneficial to the organization they belong to and are fully engaged in achieving the

institution’s vision, mission, goals and objectives to fulfill their drive for sense of

achievement. Additionally, working condition inspires the respondents warmly so it could

be understood that they price amenable and pleasant job conditions and abhor working

beyond operational hours and excessive workloads.

The result however only agrees to a certain degree to Podolinsky’s study (2013)

where he concluded that Asians were motivated by money more than other nationalities

as monetary reward failed to qualify as one of the top key motivational factors for the

teachers in this study. Same goes with recognition though they motivate the teachers but

not as highly as the preceding facets discussed.

According to Hofmans et al. (2013) "two person types exist, for the first person

type both financial and psychological reward satisfaction relate to job satisfaction, whereas

for person type two only psychological reward satisfaction does." It is licit to conclude that

the teachers in the study area are motivated by financial and psychological rewards but

most particularly by psychological factors namely professional growth, interpersonal

relations, sense of achievement and working conditions.

Level of Job Satisfaction of Elementary School Teachers in Lamut District

The level of job satisfaction of teachers was measured through the use of 25

indicators. Respondents were asked as to their level of satisfaction on the various

statements in the questionnaire. Their answer are categorized into qualitative measure

which was from Fully Satisfied to Never Satisfied. The result of the study on the level of

job satisfaction of elementary school teachers in the district of Lamut is shown in the

table below.

Table 3. Level of job satisfaction of elementary school teachers in Lamut District

Indicators Mean Std. Dev. Qualitative Measure
s1 2.64 0.79 Satisfied
s2 2.72 0.72 Satisfied
s3 2.78 0.56 Satisfied
s4 2.67 0.75 Satisfied
s5 3.17 0.64 Satisfied
s6 3.05 0.87 Satisfied
s7 2.71 0.70 Satisfied
s8 3.10 0.74 Satisfied
s9 2.97 0.64 Satisfied
s10 2.85 0.63 Satisfied
s11 2.43 0.77 Unsatisfied
s12 3.10 0.68 Satisfied
s13 3.40 0.62 Fully Satisfied
s14 2.95 0.70 Satisfied
s15 3.18 0.68 Satisfied
s16 3.32 0.68 Satisfied
s17 3.03 0.55 Satisfied
s18 2.59 0.68 Satisfied
s19 2.75 0.84 Satisfied
20. 2.20 0.80 Unsatisfied
s21 3.30 0.77 Fully Satisfied
s22 3.40 0.62 Fully Satisfied
s23 2.38 0.85 Unsatisfied
s24 3.45 0.65 Fully Satisfied
s25 2.95 0.79 Satisfied

Overall Mean 2.94 0.32 Satisfied

Scale Qualitative Measure
1.00 - 1.75 = Fully Unsatisfied
1.76 - 2.50 = Unsatisfied
2.51 - 3.25 = Satisfied
3.26 - 4.00 = Fully Satisfied

The result conveyed that the level of job satisfaction of elementary school

teachers in the district of Lamut is qualitative measured as “satisfied”. Of the 25 indicators

used to gauge their level of job satisfaction, they were satisfied in 18 items, fully satisfied
in 4 indicators, but were unsatisfied in 3 indicators. The indicators in which the respondents

were not satisfied should be taken into consideration in the development strategies to

enhance the level of job satisfaction of the respondents. These include the’’ involvement

of teachers in decision-making affecting their job, giving good opportunity for advancement

in their career, and giving reward for their quality of effort done.

Relationship between the Level of Motivation and the Level of Job Satisfaction of

Teachers

The result in testing the relationship between the level of motivation and the job

satisfaction of teachers is detailed in Table 4.

Table 4. Correlation matrix on the relationship between the level of motivation and
the level of job satisfaction of teachers

Motivation Job Satisfaction Remarks

Recognition Pearson Correlation .339(**)
Sig.(2-tailed) .008 Significant
n 60
Monetary Pearson Correlation .437(**)
Reward Sig. (2-tailed) .000
n 60 Significant
Professional Pearson Correlation .312(**)
Growth Sig. (2-tailed) .015 Significant
n 60
Interpersonal Pearson Correlation .217(**)
Relations Sig.(2-tailed) .096 Not
n 60 significant
Sense of Pearson Correlation .410(**)
Achievement Sig. (2-tailed) .001
n 60 Significant
Working Condition Pearson Correlation .320 (**)

Sig.(2tailed) .013 Significant

n 60
**Correlation is significant at the 0.01 level (2-detailed)

* Correlation is significant at the 0.05 level (2-detailed)

The result signifies that of the six variables used to gauge the level of motivation

of the elementary school teachers in Lamut, only the variable interpersonal relations did
not significantly correlate with the level of job satisfaction of the respondents. All the others

which include recognition, monetary reward, professional growth, sense of achievement,

working condition were found to be significantly correlated with the level of job satisfaction

of the respondents.

The findings are in accord with the study of Heathfield (2018) that people

who feel appreciated end up experiencing more self-worth and their ability to contribute to

the company is heightened, thus, resulting in happier and more productive and definitely

very satisfied employees. In the same way, the result supports the study of Adeogun

(2008) that monetary reward is significantly related to job satisfaction.

Other researches that support the findings are those of Andriotis (2017) where it

was discussed that ongoing training for employees is pivotal in maintaining a happy

workforce leading to job satisfaction and Bayt.com (2015) where it was found out that

sense of achievement was the major factor influencing workers job satisfaction getting

84% in the survey among other factors. Also, those of Newsham et al. (2009) where they

established a significant relationship between working conditions and job significance.

The positive correlation coefficients that indicated the relationship between the

variables denote a direct relationship sustaining the claim of Ahmed et al, (2010) declaring

that motivational factors greatly contribute to the over- all job satisfaction of employees.

The result implies that the higher the level of motivation of the teachers in terms of

recognition, monetary reward, professional growth, job significance, sense of achievement

and working condition, the higher would also be their level of satisfaction in their job. On

the other hand, if the level of motivation of the teachers on the stipulated variables are

low, then their job satisfaction would also be low.

These results are clearly in unison with the findings of Bakotic and Babic (2013)

that work environment and psychological factors such as work place itself, reward, and

social security have a direct relationship with the job satisfaction.

 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The study sought to determine the motivational factors and job satisfaction of

public elementary teachers in Lamut, their interrelationship and relationship to selected

variables.

To achieve the above aims, a structured questionnaire was used to gather,

analyze and tabulate the data. The descriptive statistics was used to evaluate level of job

satisfaction and the level of motivational factors of respondents.

In determining the relationships between the independent and dependent

variables, the correlation procedure was used. The 0.05 probability level (level of

significance) was the critical point of the reference in the interpretation of data. Results

and findings were presented in the narrative reportorial method portrayed in tabular forms.

The study was conducted in the municipality of Lamut, province of Ifugao. There

were 126 respondents of the study. The study was conducted from July to November

2018.

The results of the analysis and interpretation of data entail the following findings:

1. Motivation Factors. The elementary school teachers in Lamut are described as

highly motivated specifically in terms of professional growth, interpersonal

relations, sense of achievement and working condition and motivated in

recognition and monetary reward.

2. Job Satisfaction. On the level of job satisfaction, the elementary school teachers

in Lamut District are qualitatively described as “satisfied”.

 3. Relationship between motivation and job satisfaction. The 5 of the variables used

to gauge the level of motivation namely: recognition, monetary reward,

professional growth, sense of achievement and working conditions significantly

correlated with the level of job satisfaction of the respondents.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. The respondents were highly motivated specifically in terms of professional

growth, interpersonal relations, sense of achievement and working condition and

motivated in recognition and monetary reward.

2. The elementary school teachers in Lamut District are qualitatively described as

“satisfied”.

3. The higher the level of motivation of the teachers in terms of recognition,

monetary reward, professional growth, sense of achievement and working

condition, the higher would also be their level of satisfaction in their job.

Recommendations

Based from the significant findings and the conclusions drawn from the study, the

following are recommended:

For Administrators

Since it has been found out that teachers have higher sense of job satisfaction

when they receive better pay, have advanced their professional growth, have a sense of

achievement and work under better conditions, then administrators should formulate a fair

and square rewards and promotion committee which aims to enhance the key factors

affecting the teachers’ level of motivation. They should also present programs and
activities which would further the teachers’’ learning and give them a sense of

achievement. The teachers should also be sent to participate in seminars, trainings and/or

workshops which would enhance their professional development and lastly, provide the

teachers with enough funding and complete teaching paraphernalia in order for them to

provide better service to their pupils.

For Teachers

Teachers should present a great level of motivation in their tasks. In order to

enhance their job satisfaction level, they should enjoy the company of their students and

colleagues and not focus on working condition problems which usually taint their level of

satisfaction. Instead, they should focus more on the intrinsic factors and pay lesser

attention to the extrinsic factors which are mostly ephemeral and fleeting.

For Future Researchers

The same study could also be conducted to companies and institutions and this

study can also be extended to include the correlation of motivational factors to employee

job satisfaction and how this varies in different cultures.

PLAN FOR DISSEMINATION/ ADVOCACY

The result of the study will be disseminated to all school heads and those who are

into policy formulation and reformulation. This will serve as basis for crafting programs,

and policies that would improve the job the level of job satisfaction of teachers.

Dissemination can be done through the presentation in a research conference or research

congress.
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 FINANCIAL REPORT
FINANCIAL REPORT
ACTUAL
A. Supplies and Materials COST
Estim
Qua
Activity Item Unit ated Total
ntity
Cost
A4 Bond Paper ream 5 200 1,000.00
A4 Folder Tag
Preparation of
board with pc 20 10 200.00
Research Papers
fastener
and other
Printer Toner
documents bottle 3 1,800 5,400.00
Black
Staple Wire #35 box 1 100 100.00
Expanding
pcs 4 15 60.00
envelope
Marker pc 1 60 60.00
6,820.00
B. Domestic Travel Expenses
Coaching / TA for
SDO-Ifugao to
the finalization of
RO Wangal and PUJ 2 515 1,030.00
the research
vice versa
paper and MOA
SDO-Ifugao to
1st Submission of
RO Wangal and PUJ 2 515 1,030.00
deliverables:
vice versa
SDO-Ifugao to
2nd Submission
RO Wangal and PUJ 2 515 1,030.00
of deliverables:
vice versa
SDO-Ifugao to
3rd Submission of
RO Wangal and PUJ 2 515 1,030.00
deliverables:
vice versa
Distribution and
Retrieval of
Questionnaires
Lamut Central,
Bliss,Dunuan,Ila
1 1,000.00
p,Nayon, and hired
Pulaan ES motor 1000
Alupapan,
Pugol,
1 1,000.00
Salamague,San hired
afe ES motor 1000
Hapid,
Mawanini, hired 1 1,000.00
Nunhabatan, motor 1000
Jolowon, Lawig, hired
1 1,000.00
Mabatobato, motor 1000
 Panopdopan,
Umilag ES
Pieza,
Regimental,
1 1,500.00
Mongilit, hired
Ampucol ES motor 1500
9620.00
C. Food and other incurred expenses during the
conduct of research
Coaching / TA for
SDO-Ifugao to
the finalization of
RO Wangal and Meals 3 100 300.00
the research
vice versa
paper and MOA
SDO-Ifugao to
Submission of
RO Wangal and Meals 9 100 900.00
deliverables
vice versa #REF!
Meals of
respondents
during Meals pax 126 50
implementation of
the study 6,300.00
Meals of
proponents
Meals ( 7 days) pax 14 100
during
implementation 700.00
8200.00
D. Reproduction, Printing, and Binding Cost
Photocopy of 3 pages x. .50
set 126 1.50
questionnaires cents 189.00
189.00
E. Communication Expenses
During Cellphone Load 6 300 1,800.00
Implementation
and Preparation
of Research Internet Load 6 300 1,800.00
papers and other
documents 3,600.00
F. Other Expenses
Coaching / TA for
the finalization of
Accommodation 1 400 400.00
the research
paper
Submission of
Accommodation 3 400 1,200.00
deliverables (3) #REF!
30,029.0
0 1600.00
30,029.0
Total Amount:
0
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Schools Division Office-Ifugao
Lamut District

HAPID ELEMENTARY SCHOOL

September 24, 2018

Dear Respondent,
Greetings!
This questionnaire aims to find out “The Motivational Factors and Job Satisfaction
of public elementary teachers in Lamut District.

In this connection, the undersigned is asking your help through your honest
responses to the questionnaire.

Your responses will ensure the success of this research study and will be kept
confidential.

Thank you very much for your anticipated cooperation.

Respectfully yours,

JENELYN N. BALLOGAN
Researcher

Noted:

Rosa D. Humiwat
PSDS- Lamut District
 Questionnaire for Level of Motivation

Direction: Put a check mark (/) on the rating that corresponds with your experience
regarding your level of motivation. Use the rating scale below:

Rating Scale Description

4 Highly Motivated
3 Motivated
2 Unmotivated
1 Highly Unmotivated

Statements 4 3 2 1
1.Recognition
a. Recognition (e.g. receiving praise from
administrators, parents, students or others).
b. Being selected as “Outstanding Teacher”
c. Being awarded a plaque of recognition by the school
2. Monetary Reward
a. Salary
b. A one-line monetary award (supplemental to the
step increase
3.Professional Growth
a. Potential for professional growth (possibility of
improving one’s own professional skills.)
b. Potential for advancement (possibility of assuming
different positions in the profession)
c. Being given the opportunity to participate in
teacher projects ( research, curriculum
development)
4.Interpersonal Relations
a. Interpersonal relationships with colleagues.
b. Interpersonal relationships with pupils
5. Sense of Achievement
a. Sense of achievement (experiencing success)
b. Observing vast improvement in the achievement
level of one’s pupils since the beginning of the year.
6. Working Conditions
a. Supervision by superiors
b. Job security
c. Amount of work
 Questionnaire of Level of Job Satisfaction
Direction: Put a check mark (/) on the rating that corresponds with your experience
regarding your level of satisfaction. Use the rating scale below:

Rating Scale Description

4 Fully Satisfied
3 Satisfied
2 Unsatisfied
1 Never Satisfied
A. Work 4 3 2 1
1. My work gives me a feeling of personal accomplishment.
2. My job makes good use of my skills and abilities.
3. I feel challenged in my job as a teacher.
4. I have a strong commitment to the field of education.
5. The job of teaching children keeps me motivated every year
B. Job Security
1. There is an increasing enrolment.
2. There is an up- to- date licensing credentials.
3. There is always a need for service.
4. There is an effective application of teaching skills resulting to
quality teaching.
5. The Department of Education grants permanent items to qualified
teachers.
C. Supervisory strategies
1. There is satisfaction in my involvement in decision-making affecting
my work.
2. There is an open line of communication.
3. The administrators are approachable and open-minded.
4. I am satisfied with the decisions made by the administrators.
5. The administrators are encouraging me to do my best.
D. Relationship with colleagues
1. There is cooperation and coordination of work.
2. There is an open communication.
3. There are socializing activities.
4. There is teamwork to ensure student’s achievements
5. There is a polite and courteous interaction.
E. Promotion
1. There is a good opportunity for advancement.
2. There is a clear path for career advancement.
3. There is a reward for the quality of effort done.
4. Guidelines on promotion are being implemented.
5. The Department of Education practices reward system to teachers.