Achievement motivation and administrative performance among school administrators

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Author: BedaƱo, Jose L.

Accession Number: 434D

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Copyright Year: 1990

Abstract:

This descriptive analytic study determined the level of achievement motivation and its relationship to administrative performance among school administrators. Answers to the following questions were sought: 1. What is the level of achievement motivation among school administrators? Are there differences in the levels of achievement motivation among school administrators? Are there differences in the mean scores in the three dimensions of need achievement motivation among school administrators? a. Do factors such as age,sex,civil status,educational qualification,length of administrative experience, and annual income relate to/predict achievement motivation? b. Are environmental factors like type,level, and location of school, and number of faculty related to/ predict achievement motivation among school administrators? 2.What is the level of productivity and organizational morale among the school administrators? Are there differences in the mean scores of productivity and organizational morale among school administrators? a. Do personal factors such as age,sex,civil status,educational qualification, and annual income relate to/predict productivity and organizational morals? b. Are environmental factors like type of school,level and location of schools and number of faculty members related to/predict productivity and organizational morale among school administrators? 3. How does need achievement motivation compare with the other personal and environmental factors in determining productivity and organizational morale among school administrators? Purposive sampling was used in selecting seventy-two school administrators and 422 classroom teachers from the Division of Iloilo City and Iloilo during the first semester of the school year 1989-1990. The instruments used were the Rosen Scale to measure the need achievement motivation, the school inventory to measure tangible improvements intiated by the administrator, and an organizational morale questionnaire. The data were analyzed using the percentage, frequency count, chi square, mean, standard deviation, Pearson r, Stepwise Multiple Regression analysis, Analysis of Variance with repeated measures, and the t-test. In accepting or rejecting the null hypothesis, the .05 level of significance was used. Findings. The results of the study showed that: 1.By and large, the level of need achievement motivation among school administrators was moderate. 2.No significant differences existed in the level of need achievement motivation among school administrators. 3.Significant mean differences were found between individualism/familism and activism/passivism dimensions, and individualism/familism and present/future orientation outlook for both the young and the old school administrators. No significant mean difference occurred between present/future orientation outlook and activism/passivism dimension for the young school administrators and activis, passivism dimension for the old group. 4.Personal factors such as sex, and annual income, and the environmental factor like type of school were found related to or were predictors of need achievement motivation. Among the three factors, sex was the strongest predictor of need achievement motivation. Other personal and environmental factors such as location of school, civil status, number of faculty, educational qualifications, age, length of administrative experience, and level of school were not related to or predictors of the need achievement motivation. 5.Level of productivity among school administrators was moderate; but the level of organizational morale among school administrators was high. 6.No significant mean differences existed in both productivity and organizational morale among school administrators. 7. Personal and environmental factors were not significantly related to or were not predictors of productivity and organizational morale among school administrators. 8.Real association existed in need achievement motivation, productivity and enhancement of organizational morale among school administrators. 9. No real association existed in the personal and environmental factors on need achievement motivation, productivity and organizational morale among school administrators. Conclusion. The following conclusion were arrived at: 1.School administrators possessed a certain degree of need achievement motivation. By and large, their level of need achievement was moderate. 2. The first hypothesis that no significant differences existed on the levels of need achievement motivation among school administrators was accepted. Whether the respondents were young or old, male or female, single or married, master's or bachelor's degree holders. high or low income groups, short or long in administrative experience ,private or public private school, elementary or secondary school, urban or rural school administrators, their level of achievement motivation was the same. High need achievement motivation may be possessed by anyone in these groups regardless of their categorization. 3.The second hypothesis that personal and environmental factors were not significantly related to or were not predictors of achievement motivation among school administrators was rejected. The study showed that sex, annual income and type of school were significantly related to achievement motivation among school administrators. Male school administrators had a higher need achievement motivation than females.Men more than women were expected to achieve and accomplish a multitude of work-oriented tasks; women, on the other hand, were motivated more than the men by the need for affiliating and the desire to form and maintain friendly relations with people. Moreover, school administrators who had higher income had a higher need achievement motivation than those in the lower income groups. The higher the income they received, the higher was the level of achievement motivation. Private school administrators had a higher need achievement motivation than their counterparts. Private school administrators' drive to perform their work well was motivated by the profit motive, profit sharing, and high expectations of the paying public. 4. The third hypothesis that personal and environmental factors were not significantly elated to or were not predictors of productivity and organizational morale among school administrators was accepted. The results showed that regardless of the categorization of personal factors such as age, sex, civil status, educational qualification, annual income, and length of administrative experience and such environmental factors as type,level, and location of schools, and number of faculty, their degree in enhancing productivity and organizational morale was the same. Their chances of becoming productive were even. Anyone in the group might productive or less productive. This was also true in the enhancement of organizational morale among the school administrators. 5.The forth hypothesis that no significant mean differences existed in both productivity and organizational morale among the school administrators was accepted. The results showed that, as a whole, whether the respondents were young or old, male or female, single or married, master's or bachelor's degree holders, low or high income groups, short or long in administrative experience, public or private schools, elementary or secondary schools and urban or rural school administrators, their level of productivity and enhancement of organizational morale was the same. Their chances to excel were even depending upon the influence of the personal and environmental factors which provided favorable or unfavorable support. Recommendations. In view of the results of the study, the following recommendations were advanced: 1.Better instruments should be evolved to help in the recruitment, selection, or promotion of teachers to managerial position in public and private educational institutions. 2.Additional research complementary to this investigation would prove useful. Here are some areas of interest: a. Research on other factors not included in this investigation. Some other hidden factors might provide interesting results b.Research to include such information as religion, value system, social pressures,political climate, and economic conditions might reveal differences in the need achievement motivation. c. Studies might be made comparing the school administrators' need achievement motivation and leadership styles in determining administrative performance. 3.Finally, to have a wider profile of the school administrators' need achievement motivation and administrative performance,parallel research are encouraged to be conducted among school administrators in other areas. thereby strengthening the findings of this study.


Keywords: Achievement motivation, Administrative performance, School administrators

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