BRIDGING MOTIVATION AND PERFORMANCE

LORIE LAXAMANA MACATULA

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.

Highly motivated teachers will work hard towards achieving performance goals. With motivation, others will perform well above the level expected to their intelligence and academic ability. They project the image of the school or organization. Without motivation, even the most talented people will not deliver their potentials. A teacher who is intrinsically motivated is observed to undertake a task for its own sake, for the satisfaction it provides or for the feeling of accomplishment and self-actualization. On the other hand, an extrinsically motivated teacher may perform the activity or duty in order to obtain some reward such as salary.

Akhtar and Iqbal (2017) opined that motivation is a critical variable in educational institutions as it upgrades staff performance and efficiency. It is essential in deciding the effect of education. This is on account of motivated teachers will probably be focused on educational improvement of student and achievement of learning out comes. Therefore, the teachers should be motivated with a specific end goal to enhance their job performance. By and large, pay rates and wages are imperative stimulating components since they go far in fulfilling fundamental needs. In the event that a teacher is not motivated, nature of job performance will weaken.

The same line of thinking was offered by Latt (2008) who believed that motivation and performance are essential elements as far as association achievement and accomplishments. In the event that progressions happen in outside setting then it is essential for an association to embrace that alteration since it might persuades to pick up a focused improvement. In support of this, the primary concern they required is the gifted and capable workers.

Motivation and performance are essential components as far as association achievement and accomplishments. Motivation assumes a vital part in the association since it expands the profitability of workers and the objectives can be accomplished in a productive means. The conduct of workers can be alter through inspiration and motivation in any association (Latt, 2008).

Motivation likewise joins in an imperative part for teachers since it accomplishes the objective in a proficient way.

For Mustafa, and Othman (2010) teacher motivation is vital in light of the fact that it enhances the aptitude and learning of teacher since it specifically impacts the student’s accomplishment. In the event that in educational institutions, the educators don’t have adequate motivation then they are less able which straight forwardly impact the students and the teaching learning procedure.

The study of Urdziková & Kiss (2009) portrayed the significance and embodiment of motivation and focused out the human variable as the most profitable asset of associations and provide information about the application of motivation in Slovak associations.

In the Philippines, Milla (2016), focusing on the case of public secondary teachers, revealed that significant relationships exist between the motivational levels of teachers as to self-actualization, belongingness needs, and security and safety needs and their performance and between the motivational factors as to intrinsic motivation and extrinsic motivation and the teachers’performance.

Striking balance between organizational goals and employee personal goals will go a long way to ensure a workforce that is motivated to achieve the level of performance that is expected of them while simultaneously satisfying their own personal goals and needs. Teacher motivation is much related to the do with teachers’ attitude to work and work environment, classroom climate. Teacher motivation could be referred to as those factors that operate within the school system which if not made available to the teacher could obstruct performance, cause stress, unhappiness and frustration all of which would subsequently reduce classroom effectiveness and student quality output. The issue of teacher motivation is important because of its correlation with the quality of education.

Motivation is such as important aspect of better performance among public secondary teachers in any educational parlance, say the Department of Education (DepED). It is only with proper and ample volume of extrinsic and intrinsic motivation that they could discharge their tasks and responsibilities at a level which could give rise to better educational outputs. This results to growing clamor among policy makers to equip the public school teachers with professional armaments to deal with their tasks with effectiveness with proper and sufficient motivation. After all, if the DepED aims for quality education among its clientele, it should first purpose to address the needs, including motivation which would lead to better performance, of teachers.

Ref er en ces:

Akhtar, JH. and Iqbal, I. (2017). Impact of Motivation on Teachers’ Job Performance: A Case Study of a Public Sector University. Journal of Educational Sciences & Research Spring 2017, Volume 4 No.1 http://uos.edu.pk/Journals.

Latt, K. A. (2008). Motivating people on the way towards organizational performance. Covalence Analyst Papers, 1- 4.

Milla, A. (2016). Motivation and Performance of the Secondary School Teachers. Unpublished Doctorate Dissertation, University of St. La Salle, Bacolod City.

Mustafa, M., & Othman, N. (2010).The effect of work motivation on teacher?s work performance in Pekanbaru senior high schools, Riau Province, Indonesia. Sosiohumanika, 3 (2), 259- 272.

Urdziková, J., & Kiss, J. (2009). Motivation– a way to retain key employees. Research papers. Faculty of Materials Science and Technology in Trnava, 26.

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The author is Secondary School Teacher III at Francisco G. Nepomuceno Memorial High School