1 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
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1
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
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
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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
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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.
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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?
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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
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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;
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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?
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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.
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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.
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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
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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
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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
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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
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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.
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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
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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
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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
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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
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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
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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;