Work motivation, commitment, job satisfaction, and performance of teachers as influenced by flexible leadership

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Author: Siason, Nordy D. Jr

Accession Number: 1297D

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Copyright Year: 2008

Abstract:

This survey-correlational study aimed at determining the teacher's work motivation, commitment, job satisfaction, and performance as related to their assessment of school heads' employment of flexible leadership. Conducted on February 2008, five (5) data-gathering instruments,-- a researher-made Flexible Leadership Rating Scale, the Work Motivation Questionnaire (WMQ) (Robbins,1993), the Elwin's Work Commitment Rating Scale (1987), the Minnesota Satisfaction Questionnaire (Weiss, Davis, England and Lofquist, 1967), and the Performance Appraisal System for Teachers (PAST) were used in evaluating the performance of public secondary school teachers. The participants of this study were the 235 randomly selected secondary school teachers in the division of Iloilo, selected through two-stage random sampling method. Means, frequency count, percentage analysis and standard deviations were employed in the descriptive analysis; while the One-Way Analysis of Variance, the Chi-Square test, the Eta Correlation, and the Pearson's r set at .05 alpha level were employed in the inferential analysis. All statistical computations were availed through the SPSS software. Study results revealed that generally, the teachers assessed their school heads "average" in terms of the degree of employment of flexible leadership- which is manifested by school heads through the following: emphasizing the importance of the school goals, mission, and vision as guiding principles in search for quality instruction; giving importance to teachers' contribution toward the attainment of school goals and objectives; cascading administrative functions to department heads and some teachers; encouraging teachers to attend the mentoring the mentors program; and emphasizing the concept of empowerment. Strategic thinking skills and knowledge in crisis management are the primary goals of the school heads; encouraging and involving teachers to organize quality circles in every subject area/ department, curriculum councils, clubs and organizations in order to harness their innate potentials and capabilities in instructional leadership to support the school programs and projects were practiced by the school heads in involving and empowering people at all levels. In keeping the lines communication open, the school heads adopted the effective use of a two-way communication since the quality of interpersonal communication within the school is very important. School heads with good communication skills help teachers and department heads make more innovative decisions and less communication conflict; giving plus factor points in the performance appraisal system for teachers when the school year ends, announcements of achievements and innovations during the flag ceremony, faculty meetings and PTA gatherings, and awarding of certificates of recognition during the commencement exercises or during the school's recognition during the commencement exercises or during the school's recognition are the common practices of the school heads in giving rewards and incentives to top performing teachers. Practicing the Code of Ethics and Moral Standard of government employees, putting to life their daily undertakings the Panunumpa ng Kawani ng Gobyerno are very essential in directing and managing teachers to perform well in teaching profession. Generally, the teachers' dominant work motivation was need for achievement (nAch). They had "very "very high" work commitment, were "satisfied", of their job and had "very satisfactory" teaching performance. The teachers differed significantly in their work commitment and job satisfaction when grouped according to the degree of their school heads' employment of flexible leadership. The school head may affect teacher's work motivation-- by way of flexible leadership just like letting people understand the reason of their being in an organization. Work commitment was manifested by expressing appreciation for the presence of each member in the organization; by encouraging free expression of one's ideas; and by making teachers feel what an important piece of the puzzle each one of them is. Job satisfaction was practiced by structuring the work environment and its associated rewards and recognition to reinforce teachers' values; and teachers' performance-- by encouraging teachers to effect improvements on previous performance and adopt the motto, "always do better than your best." The teachers' assessment of their school heads degree of employment of flexible leadership was significantly related to job satisfaction.


Keywords: Work motivation, Work commitment, Job satisfaction, Job performance, Flexible leadership

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