Faculty's frustration-coping strategies and work-change adaptability as influenced by their motivational needs

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Author: Frac, Rosa F.

Accession Number: 848D

Class No: 987-65-4329

Author No: 1

Copyright Year: 2001

Abstract:

This descriptive-correlational investigation aimed at determining the motivational needs, frustration-coping strategies, and work-change adaptability among the teachers and instructors of TESDA- supervised schools in Western Visayas. Furthermore, the study investigated whether or not significant relationships existed among motivational needs, frustration-coping strategies, and work-change adaptability. The participants of this study were the 219 randomly selected faculty members of TESDA-supervised schools in Region VI. This investigation utilized the American-made research instruments on Work Motivation and Innovativeness by Slocum and Hellriegel (1996) and a research-made questionnaire for Frustration-Coping Strategies. THe descriptive statistics employed were raw scores, frequency, percentage, ranking, means, and standard deviation. The inferential statistics used were the t-test , the Pearson's r, and stepwise multiple regression. Statistical analysis employed the SPSS software with significance level set at .05. The study found out that the faculty members were motivated by esteem need. No significant difference existed intheir motivational needs when they were classified to certain personal and non-personal factors. Furthermore, the results revealed that generally, the faculty had moderate adaptability to work changes. Significant differences existed in their in their work-change adaptability when classified as to civil status, distance of home from school, and department. When faced with frustrating situations, the faculty employed moderately constructive ways of coping. However, a significant difference existed in their frustration-coping strategies when grouped as to age and distance of home from school. A positive and significant relationship existed between the faculty's motivational need and work-change adaptability level, and between frustration-coping strategies and work-change adaptability level. A positive but not significant relationship existed between their motivational need and frustration-coping strategies. Not one of the personal and non-personal factors was found significant predictors of their motivational needs. Age and distance of home from school were significant predictors of frustration-coping strategies; department, civil status, and distance of home from school were significant predictors of work-change adaptability.


Keywords: Motivation, Motivational needs of teachers, Work-change adaptability, Frustration-coping strategies

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