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April 2014 APPROVAL SHEET In partial fulfillment of the requirements for the degree Doctor of philosophy in Educational Management, this research entitled “Motivational Factors as Predictors of Teachers’ Job Performance In Colleges Of Education At Northern Provinces: A Proposed Enhancement Program” has been submitted by Hoang Van Thanh - Frank, and is hereby recommended for oral examination. DR. RICARYL CATHERINE P. CRUZ Research Adviser Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam. DR. .... DR Member Member DR. DR. Member Member DR. SUSANA A. SALVACION, Ph.D. Chairman Dean, Graduate School Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam. __________________________ WALBERTO A. MACARAAN, Ed .D Date Vice President, Academic Affairs . ACKNOWLEDGEMENT Sincerest and profound gratitude and appreciation are extended to all the persons who in their own special ways have made this dissertation a reality. The author is most grateful to: Hon. Dr. Cecilia N. Gascon, President of Southern Luzon State University, Republic of the Philippines, for her invaluable contribution in establishment of the Doctor of Philosophy in Educational Management program in Thai Nguyen University; Prof. Dr. Dang Kim Vui, President of Thai Nguyen University, the Socialist Republic of Vietnam for his incomparable contribution and support to the Doctor of Philosophy in Educational Management program in Cooperation with the Southern Luzon State University, the Socialist Republic of the Philippines; Dr. Walberto A. Macaraan, Vice president, Academic Affairs for his support to the tie – up program between SLSU and TNU; Dr. Susana A. Salvacion, Dean, Graduate School for her support to the tie – up program between SLSU and TNU; Prof. Dr. Tran Van Dien, Rector of Thai Nguyen University of Agriculture and Forestry for his invaluable assistance in the establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines; Dr. Nguyen Tuan Anh, Former Director of the International Training Center, Thai Nguyen University for his precious and wholehearted assistance and encouragements in the establishment of the Doctor of Philosophy in Educational Management program in cooperation with the Southern Luzon State University, Philippines; iii Dr. Dang Xuan Binh, Director of the International Training Center, Thai Nguyen University for his precious, invaluable assistance and his sincere encouragement and support to the students of this institution. The Panel of Examiners, Dr. .. Prof. .. for their invaluable comments, suggestions and recommendations to enhance the thesis manuscript of the author of this study; Dr. Ricaryl Catherine P. Cruz for her adviser, dedication, enduring patience and concern, guidance, sincere hopes and encouragement for the researcher to finish the manuscript; Dr. Teresita V. De La Cruz and Dr. Apolonia.A.Espinosa professors of method of research and advanced statistics for their patience and support; The visiting Professors including Dr.Arivalan, Dr. Balakrishnan, Dr. Lee Kar Ling, Dr. W.Johnson and other professors for their lectures; The Rectors of Ha Giang, Tuyen Quang, Bac Kan, Cao Bang, Yen Bai Teachers’ Training College, for the approval of the researcher’s request to conduct the study; The Learning Resource Center of Thai Nguyen University, for the valuable sources of books and references; The authors and researchers of books and unpublished graduate theses and dissertations that served as reliable source of data and information; The teachers – respondents of the study, for their active involvement, without their cooperation, the result of this dissertation could not have been possible; iv His loving classmates and colleagues, for the endless support and friendship which inspire the researcher to put his best in finishing the study; His wife, son and parents, for their encouragement, financial, moral and spiritual supports for continuously believing that he can finish the task to the best of his abilities. To you all, THANK YOU VERY MUCH! HVT v DEDICATION This dissertation is dedicated to his parents, his wife and his son. He appreciates their everlasting love, patience, encouragement and support. My beloved father HOANG DINH NOI My beloved mother HOANG THI DE My beloved father in law DUONG TIEN SOA My beloved mother in law HO THI MY HANH Especially my beloved wife DUONG THI THU HA And my son HOANG TUAN DAT HVT TABLE OF CONTENTS page TITLE PAGE ...................................................................................................... i APPROVAL SHEET .......................................................................................... ii ACKNOWLEDGMENT ..................................................................................... iii DEDICATION.......................................................................... vi TABLE OF CONTENTS .................................................................................... vii LIST OF TABLES .............................................................................................. viii LIST OF FIGURES ............................................................................................ xi LIST OF APPENDICES ..................................................................................... xii ABSTRACT ........................................................................................................ xiii Chapter I. INTRODUCTIOIN Background of the Study ............................................................................ 3 Objectives of the Study .............................................................................. 4 Hypothesis ................................................................................................ 5 Significance of the Study ........................................................................... 5 Scope and Limitation of the Study ............................................................. 6 Definition of Terms ................................................................................... 7 Chapter II. REVIEW OF LITERATURE AND STUDIES Related Literature and Studies... 10 Research Paradigm .................................................................................... 29 Chapter III. RESEARCH METHODOLOGY Locale of the Study .................................................................................... 31 Research Design ........................................................................................ 37 Population and Sampling ........................................................................... 37 Instrumentation .......................................................................................... 38 Validation of the Instrument ....................................................................... 39 Data Gathering Procedures ........................................................................ 40 Statistical Treatment .................................................................................. 40 Chapter IV. RESULTS AND DISSCUSSIONS ................................................. 43 Chapter V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary ................................................................................................... 115 Findings .................................................................................................... 116 Conclusions ............................................................................................... 118 Recommendations ..................................................................................... 119 BIBLIOGRAPHY... 121 APPENDICES. 124 CURRICULUM VITAE ................................................................... 135 LIST OF TABLES Table Page 1 Frequency and Percentage Distribution of the Respondents. 38 1.1 Frequency and Percentage Distribution of Respondents According to Age.. 43 1.2 Frequency and Percentage Distribution of Respondents According to Gender. 44 1.3 Frequency and Percentage Distribution of Respondents According to Professional qualification 44 1.4 Frequency and Percentage Distribution of Respondents by Number of Years Spent in Schools 45 1.5 Frequency and Percentage Distribution of Respondents According to Monthly Income.. 45 2.1 Mean Distribution of the Responses According to Physiological Needs... 46 2.2 Mean Distribution of the Responses According to Safety and Security Needs .. 48 2.3 Mean Distribution of the Responses According to Love and belongingness needs ... 50 2.4 Mean Distribution of the Responses According to Esteem Needs.. 52 2.5 Mean Distribution of the Responses According to Self-actualization Needs .. 54 3.1.1 Mean and Chi-Square Values as to Physiological needs in term of Age.. 56 3.1.2 Mean and Chi-Square Values as to Physiological needs in term of Gender. 58 3.1.3 Mean and Chi-Square Values as to Physiological needs in term of Educational qualification ................ 59 3.1.4 Mean and Chi-Square Values as to Physiological needs in term of Length of experience... 60 3.1.5 Mean and Chi-Square Values as to Physiological needs in terms of Monthly Income.. 63 3.2.1 Mean and Chi-Square Values as to Safety and Security needs in terms of Age. 65 3.2.2 Mean and Chi-Square Values as to Safety and Security needs in terms of Gender 67 3.2.3 Mean and Chi-Square Values as to Safety and Security Needs in terms of Educational Qualification.. 69 3.2.4 Mean and Chi-Square Values as to Safety and Security Needs in terms Of Length Of Experience 70 3.2.5 Mean and Chi-Square Values as to Safety and Security Needs in terms of Monthly Income.......................... 72 3.3.1 Mean and Chi-Square Values as to Love & Belongingness Needs in Terms of Age............... 74 3.3.2 Mean and Chi-Square Values as to Love & Belongingness Needs in Terms of Gender.. 76 3.3.3 Mean and Chi-Square Values as to Love & Belongingness Needs In Terms of Educational Qualification ... 78 3.3.4 Mean and Chi-Square Values as to Love & Belongingness Needs In Terms of Length Of Experience.. 80 3.3.5 Mean and Chi-Square Values as to Love & Belongingness Needs in Terms of Monthly Income... 82 3.4.1 Mean and Chi-Square Values as to Esteem needs in Terms of Age.. 84 3.4.2 Mean and Chi-Square Values as to Esteem needs in Terms of Gender. 86 3.4.3 Mean And Chi-Square Values as to Esteem Needs in Terms Of Educational Qualification .. 87 3.4.4 Mean And Chi-Square Values as to Esteem Needs In Terms of Length of Experience... 89 3.4.5 Mean and Chi-Square Values as to Esteem Needs in Terms of Monthly Income. 91 3.5.1 Mean and Chi-Square Values as to Self Actualization Needs in Terms of Age. 93 3.5.2 Mean and Chi-Square Values as to Self Actualization Needs in Terms of Gender. 95 3.5.3 Mean And Chi-Square Values as to Self Actualization Needs In Terms of Educational Qualification .. 97 3.5.4 Mean And Chi-Square Values as to Self Actualization Needs in Terms of Length of Experience.............................. 99 3.5.5 Mean and Chi-Square Values as to Self Actualization Needs in Terms of Monthly Income.. 101 4.1 Mean of the Responses of the Respondents in Terms of Teaching Performance. 103 4.2 Mean Distribution of the Responses of the Respondents in Terms of Professional Responsibilities.. 104 5.1 Regression Analysis of the Motivational Factors and Teachers’ Job Performance. 106 LIST OF FIGURES Figure Page 1 Maslow’s Hierarchy of Needs Theory of Motivation 12 2 Research Paradigm: Motivational Factors and Teachers’ Job Performance 29 3 Location of Respondents College in Ha Giang Province .. 32 4 Location of Respondents College in Tuyen Quang Province 33 5 Location of Respondents College in Yen Bai province .... 34 6 Location of Respondents College in Cao Bang Province . 35 7 Location of Respondents College in Bac Kan Province 36 LIST OF APPENDICES Appendix Page A Communication Letters. 124 B Profile of Respondents....... 126 C Independent variable: Motivational Factors.. 128 D Dependent variable: Teachers’ Job Performance.. 129 E Schedule of Computations. 130 Title : MOTIVATIONAL FACTORS AS PREDICTORS OF TEACHERS’ JOB PERFORMANCE IN COLLEGES OF EDUCATION AT NORTHERN PROVINCES. A PROPOSED ENHANCEMENT PROGRAM Researcher: : HOANG VAN THANH – (FRANK) Degree : Doctor of Philosophy in Educational Management Name/ Address of Southern Luzon State University the Institution Graduate School Lucban, Quezon Date Completed : April 2014 Adviser : DR. RICARYL CATHERINE P. CRUZ ABSTRACT The primary intent of this study was to investigate which motivational factors predict the teachers’ job performance in the colleges of education at Northern provinces of Vietnam, school year 2013 – 2014. Specifically, it sought to determine the level of motivational factors of the respondents as to physiological, safety and security, love & belongingness, self-esteem and self-actualization needs; to find out the level of job performance of the teachers in colleges of education at Northern provinces of Vietnam; and the development of program as result of the study. This study used the descriptive design in analyzing the investigated variables. Measurement of the motivational factors and teachers’ job performance were limited to the used of questionnaires. The questionnaire was used as the major data-gathering instrument, and the unstructured interview was done to cross check the responses of the respondents. There were 250 teachers used as respondents in this study. Frequencies, weighted mean, chi-square test and multiple regression analysis were used in the study to analyze the data. Another, the physiological, safety, love & belongingness, esteem and self-actualization needs of teachers in colleges of education at Northern provinces of Vietnam meet the basic needs but very low. The teachers’ job performance in this region does not get high efficiency. The motivational factors: physiological, love & belongingness, esteem, self-actualization needs and the demographic characteristics in term of age and gender of teachers are the significant predictors of teachers’ job performance. However, Safety needs, educational qualification, length of experience and monthly income does not does not predict teachers’ job performance in Colleges of education at Northern provinces of Vietnam, hence a need to enhance the weak areas in the selected schools. It is therefore recommended that the principals and the administrators as well must intensify their concerted efforts to further enrich and supply teachers’ needs so as to encourage them bring positive and highest enthusiastic attitude towards teaching activities. Finally, to propose some suggestions program that could further enhance teachers’ motivation and job performance. They may adapt the proposed enhancement program by the researcher. Chapter I INTRODUCTION Teachers’ job performance is a key determinant of the quality of education and this is very true particularly in education schools, where students are learning to be teachers in the future, who will transform their knowledge to the next generation. However, in practice, some teachers in the colleges of education in Vietnam generally and in Northern provinces in particularly have not performed well which can be attributed to some factors. Therefore, the study wants to find out how motivational factors influence the teacher’s job performance with the view of recommending how their job performance can be improved. UNESCO (2002) cited that an effective teacher development design should have an exhaustive measure of these factors so as to foster necessary skills and attitudes amongst prospective teachers. The exclusive weighed age to knowledge alone should be dispensed in favour of more activity oriented programs which have direct bearing on actual classroom situation. To develop teachers’ job performance, educational managers have to pay attention to the needs of the teachers, to help teachers more engaged with work. This is the meter of the important measures to help improve the productivity, quality, efficiency of all teaching and learning activities in each organization. So, teacher’s job performance has become an important issue given their responsibility to impart knowledge and skills to learners. It is argued that satisfied teachers are generally more productive and can influence students’ achievement. The behavior of teachers can be changed through motivation in any organization. From situation to situation, the level of motivation differs with in an individual. Motivation also takes part in an important role for teachers because it 2 helps to achieve the target in an efficient way. Teacher motivation is very important because it improves the skills and knowledge of teachers because it directly influences the student’s achievement. If in schools, the teachers do not have sufficient motivation then they are less competent which directly influence the students and the education system. Teacher is the most important factor of the teaching-learning process. The schools most important influence is the teacher. He sets the tone of the classroom and establishes the mood of the group. He is the authority figure providing direction for behavior. He is a model and is consciously imitated. Good teachers are essential for the effective functioning of education system and for improving the quality of learning process. Job satisfaction enables teachers to put their best to do the assigned work. The maintenance of high satisfaction and morale has long been an important objective for educators. However, recent reports in educational journals and in the popular press about teachers’ stress and burnout indicate that teachers’ job satisfaction and morale merit has increased attention. It influence on teachers’ job performance. Teachers develop performance style characteristics to their ways of relating to the world, perceptually as well as cognitively. A person is, therefore, likely to act in a way that maximizes the use of his aptitudes. Similarly, teacher’s positive attitude towards teaching and higher aspiration level determines his positive perception of the environments. Taking teachers’ job performance and all the motivational factors and as a whole, teachers’ job performance can be best viewed in a clearer and more thorough perspective. In effect, predicting the teachers’ job performance in the locality of this study makes this research even more imperative. 3 Background of the Study Teacher’s importance in modern era has acquired new dimensions. They not only have to impart subject matter to the pupil but also help him in developing his innate abilities and talents. If one is committed to bring about really a productive change, to raise the standards of education, it is imperative to recruit teachers who are not only proficient in the subject matter, but also have a positive attitude towards education and the learners. The success of any educational system depends upon good teachers. No one can replace the teachers with any other type of instructional material . It has been well said that the teachers of a school are always batter than the system of education, teacher is the basic factor for its success. A teacher is more than what is commonly talked about. His duties as a professional have many dimensions. He helps students to learn things. Vietnam has a tradition of respecting teachers. In the feudalistic society, the teachers were ordered after King, but before the parents: “King – Teacher – Parents”. This tradition has remained nowadays in Vietnam Teacher Celebration Day is held on November 20th every year. The government pays much attention to teachers and has promulgated different policies to improve the teachers’ conditions. The teacher’s rights and responsibilities are defined in the Education Law, General School Charter and Higher Education Act. Under article 26 of the College Charter, there are requirements of the student selection for the teacher profession: College has priorities in keeping students, who graduated bachelor, master and PhD with good marks, who have good ethical qualities, practical experiences and have a desire of becoming teachers to continue to educate them to become lecturers at the colleges. The government has released different policies 4 for teacher salary, for waiving tuition fees for students who learn at pedagogical colleges and universities, and to invest in the professional development of teachers and educational managers (Central Organization of the Communist Party of Vietnam (15/6/2004). Nevertheless, the schools are provided with modern technology to facilitate in learning and boost the interests of the students. However, there still are many difficulties and obstacles for teacher recruitment, training and daily work in Vietnam that lead to teachers leaving their job or unsatisfactory feeling with their teaching job. For many years, it is has been that generally the teachers of the colleges of education in Northern Province of Vietnam are not well motivated in teaching which means that the quality of education is just moderate. The main factors may be alleviated to the quality of teaching and learning: hence the teacher performance has been the variable. Based on the situation above, the researcher decided to conduct a study on motivational factors as predictor of teachers’ job performance in the colleges of education at Northern provinces of Vietnam. Objectives of the study The main purpose of this study is to establish the relationship between the motivational factors and the teachers’ job performance in the colleges of education in Northern provinces of Vietnam, school year 2013 – 2014. Specifically, it sought answers to the following requirements; 1. Determine the demographic characteristic of the respondents in term of 1.1 Age 1.2 Gender 1.3. Educational qualification 5 1.4 Length of experience 1.5 Monthly income 2. Determine the level of motivational factors of the respondents as to. 2.1 Physiological 2.2 Safety and Security 2.3 Love and belongingness 2.4 Self – Esteem 2.5 Self – actualization 3. Reveal the level of motivation and significant difference of the respondents when they are grouped according to demographic characteristics. 4. Find out the job performance of the respondents in terms of: 4.1 Teaching performance 4.2 Professional responsibilities 5. Identify which of the demographic characteristics and motivational factors predict teachers’ job performance. 6. Propose an enhancement program based from the result of the study. Hypothesis The study is guided with alternative hypothesis below: Demographic characteristics and motivational factors predict the teachers’ job performance in colleges of education at Northern provinces of Vietnam. Significance of the Study 6 This study has attempted to know the relation of the motivational factors with teachers’ job performance in the colleges of education in Northern provinces, Vietnam with the following significance: Administrators. It is hoped that the study may contribute in giving a new dimension in the administration and supervision of colleges. The study could be of help to the education administrators and managers in colleges of education in particular and Universities in general and other education stakeholders to identify different motivational factors that are responsible for their worker’s performance, how to maintain and or improve upon such factors Teachers. The outcome of the study is of great help to teachers because they will be received the concern of the educational managers and whole society that would affect changes and improvements of teaching performance at schools. The researcher may contribute to a new avenue in her search for better ways to improve oneself and her work environment. In this way, it would ultimately lead to a better quality performance in the teaching force. Students. They will be benefited by this study since they are the main concerns of educators and any wholesome environment and relationship could create positive effect on the teaching and learning process. The researcher hopes that the results and findings of the study will bring understanding and harmonious relationship among members of the school systems. Future Researchers. This study could provide references for future proponents who wish to venture a study similar to the nature of this ongoing research. Thus, basic tenets on teachers’ performance and motivational factors on instructional variables could serve as resources for other studies. Scope and Limitations 7 The primary intent of the study was to further investigate and focus on the teachers as respondents. In content, the study was focused on how the motivational factors affect the teachers’ job performance in colleges of education at Northern provinces. Precisely, physiological needs ,safety needs, esteem needs, love & belongingness needs and self-actualization needs were studied. The teachers’ job performance meanwhile was looked after in terms of how best the teachers perform their tasks in teaching, marking students’ work and engaging in co- curricular activities. A descriptive research design was used to relate the motivational factors to the teacher performance. A sample of the teachers participated in the study by answering the questionnaire and took part in the interviews. Data were collected by the researcher and used the SPSS (the Statistical Package for Social Science), analyzed and interpreted using the frequencies and percentages to show the distribution of teachers in the different items. The time frame of the study was covering the period of the school year 2013 – 2014. Definition of Terms For the clarity and better understanding of the study, the following terminologies are defined both conceptually and operationally. Enhancement Program in this study it referred to a program which formed by the researcher in order to improve the teachers’ job performance and motivational factors. Love & Belongingness is the need of teachers to be a part or member of a group, whether it is college, friends, career, or sports affiliations. 8 Motivational factors in this study referred to physiological, safety and security, love & belonging, self esteem and self actualization needs of teachers in Northern Province of Vietnam. Physiological needs are the foundation of needs and include survival needs such as the need for sleep, food, air, and reproduction. Predictors are the motivational factors of teachers that can be used to predict the value of teachers’ job performance in the study. Safety and security needs is needs of teachers refer to the need for security and protection, is the need to feel safe, to feel assured that they know what is going to happen, to know ahead of time what the plans are. Self-actualization needs - realizing teachers’ personal potential, self-fulfillment, seeking personal growth and peak experiences. Self esteem needs is the need of teachers refer to the need for respect, self-esteem, and self-confidence. Teachers Job Performance is referred the efficiency of teachers in teaching job, and the teacher's contribution in a given year. Teaching performance is Teacher performance in the classroom is the lifeblood of the educational enterprise. Teachers weave a combination of their knowledge, skills and abilities into specific performance competencies that become drivers of student learning and achievement. Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents the conceptual/ theoretical framework which bear significance and similarities in this study. This also includes the paradigm of the study that could help the readers to fully understand the context of the study. Motivational factors Dornyei and Ushioda (2011) cited that motivation is relevant to education as it relates to teachers perform. Motivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritized, operationalized and (successfully or unsuccessfully) acted out. This means that motivation is the drive in a person to succeed at a particular event and how they decide to go about achieving a particular goal. This could have relevance to education as teaching practitioners need to know how to motivate teachers. Motivation is usually seen as being either intrinsic or extrinsic. Intrinsic is where a person is motivated by their individual needs and desires a...oang Hoa (2012) cited that esteem needs refers to the need to feel important and observed about motivation that when one has got to the apex of what he had wished does not relinquish the status and prestige, but rather the behavior is directed towards consolidation and maintaining the achievements. Moreover, Boeree (2006) cited that Esteem motivators are provided through the recognition given to workers achievements, attaching value to their views, assigning important projects to hard working employees and provision of status to make them feel valued and appreciated by the organisation. In order to enable a worker to achieve the need of self actualization it requires provision of challenging tasks, important work assignments which help to stimulate motivation, creativity, and progress in accordance to long term organisational goals. Self Actualization needs Need for self-actualization is the highest need for human being according to Maslow’s theory. This need will appear if the other needs are satisfied well. Maslow said the need for self-actualization is the desire becoming someone appropriate with what potent ion and desire they have. When all of the foregoing needs are satisfied, then and only then are the needs for self-actualization activated. 26 Maslow describes self-actualization as a person's need to be and do that which the person was "born to do. “A musician must make music, an artist must paint, and a poet must write." These needs make themselves felt in signs of restlessness. The person feels on edge, tense, lacking something, in short, restless. If a person is hungry, unsafe, not loved or accepted, or lacking self-esteem, it is very easy to know what the person is restless about. It is not always clear what a person wants when there is a need for self-actualization. Self-actualization is reached when all needs are fulfilled, in particular the highest need. Because of the positive feedback, self-actualization is not a fixed state, but a process of development which does not end. The word derives from the idea that each individual has a lot of hidden potentialities: talents or competences he or she could develop, but which have as yet not come to the surface. Self- actualization signifies that these potentialities of the self are made actual, are actualized in a continuing process of unfolding. Maslow believes the only reason that people would not move well in direction of self-actualization is because of hindrances placed in their way by society. He states that education is one of these hindrances. He recommends ways education can switch from its usual person-stunting tactics to person-growing approaches. Maslow states that educators should respond to the potential an individual has for growing into a self-actualizing person of his/her own kind. In the reality, many persons pull in the reins them selves from getting and expanding creativity and activities which are specific and constructive. We can conclude that have self-actualization will need good environments and willingness or openness from new ides and experiences. Teachers’ Job performance 27 Thanh Nga (2005) explained that job performance refers to the degree to which an individual executes his roles with reference to certain specified standards set by the organization, is central to any organization. The ‘term teaching performance’ refers to the conduct of instruction: posing questions, providing explanations, giving directions, showing approval, engaging in the myriad instructional acts that a teacher performs in the classroom. The definition of teaching performance has not been attained universally. Within this context, opinions of students are being recognized as most important in determination of teaching excellence. However, somewhat variability in performance is present due to changes in an individual’s psycho-physiological condition. This situation does not decrease the performance essentially, but may increase the individual’s efforts intensively. Francis (2002) arranged a model of job performance stressing on the characteristics of the individuals’ outcomes and immediate work environment.The changes that occurred in the previous 10-15 years are in the performance concepts and performance requirements, are undergoing changes. Initial phases of skill acquisition, performance relies largely on controlled processing, however performance largely relies on automatic processing, procedural knowledge, and psychomotor abilities. Forsyth (2006) added that students attribute their examination results to quality of teaching, classroom atmosphere, etc. differentiated between a transition and a maintenance stage. When the individuals enter in a job as a newly appointee, this is called transition stage but when the knowledge and skills needed to perform the job are learned by the learner and thus task performance becomes automatic, this is the maintenance stage. 28 Troven (2006) mentioned that schools in the 21st century become very crucial to supporting the rapid developments of individuals to perform a wide range of new structural, social, political, cultural and educational functions. Teachers in the era of rapid change are often required to take up expanded roles and responsibilities. It is commonly accepted that the teacher is the key element for the success of school education. People are becoming aware of the limitations of the traditional efforts on improving teachers’ job performance and educational quality in schools the structure of teachers’ effectiveness in the classroom is a comprehensive structure. Internal and external assessment of teachers’ job performance is very important and should be carried out on regular basis. He also stated that motivation influences people's attitude and performance at work. Teacher motivation is directly linked to the instructors' desire to take part in the pedagogical process and interest in sharing their knowledge with the students. It determines their involvement or non-involvement in the teaching activities. Teaches put educational philosophy and objective into the knowledge they transfer to their students. Teachers are the most important factor in a generation's education process, so it is important that they perform to the best of their abilities in the educational activity. Each country's authorities must pay attention to the factors that affect teachers' job performance which has a direct effect on students' job performance. Teachers' motivation is influenced by a myriad of factors, including compensation, success in the classroom, their dedication to the profession, the training they receive and the prospect of promotion and career advancement. Compensation influences teacher education, but in many cases it is not the most or the only important factor. Teachers may be compensated through salaries, bonuses, training programs or special assistance such as shelter and 29 transport support. If teachers are not paid, or if they are not paid on a regular basis, their motivation will be affected and they might start teaching irregularly or leave their jobs. RESEARCH PARADIGM Demographic Profile - Age - Gender - Educational qualification - Length of experience Teachers’ Job Performance - Monthly Income Motivational Factors - Teaching performance - Physiological needs - Professional responsibilities - Safety needs - Love & Belongingness needs - Self-Esteem needs - Self-actualization needs PROPOSED ENHANCEMENT PROGRAM Figure 2. Motivational Factors and Job Performance of Teachers The framework in figure 2 suggests that the independent variable is conceptualized into five elements that attract motivation, namely; physiological, safety, love & belongingness, self- esteem and self - actualization needs; psychological needs are conceptualized as air, food, water, salary and accommodation. Safety needs is conceptualized as living in a safe area, medical insurance, Job security and financial services. Love & Belongingness need is 30 conceptualized as the relations with seniors and colleagues or sharing, sympathy from others. Esteem need is conceptualized as self respect, achievements, recognition and reputation. Self- actualization need is conceptualized as personal growth, training and development or promotion in organization The dependent variable; teacher performance is conceptualized as, preparing schemes of work and lessons plans for approval by the head teacher, teaching both curricular and co- curricular programs, providing appropriate guidance and counseling, providing all round education and exemplary leadership to students, marking of students work, students’ academic performance, punctuality and completion of syllabi. Chapter III RESEARCH METHODOLOGY This chapter describes the locale of the study, the research design, study population and sampling strategies, data collection methods and instruments, data quality control, procedure and data analysis techniques that were used in the study. Locale of the Study This study was conducted in five (5) selected Teachers’ training colleges in Northern provinces, Vietnam. The respondent schools were the following: Ha Giang Teachers’ Training College, Tuyen Quang College, Yen Bai Teachers’ Training College, Cao Bang Teachers’ Training College and Bac Kan College. These schools were all the colleges of Education related to Teachers’ training. On the succeeding pages, the location map of the aforementioned schools were presented and marked as figures. 32 Northern provinces of Vietnam HA GIANG PROVINCE CHINA Figure 3: Location of Respondents College in Ha Giang Province 33 TUYEN QUANG PROVINCE Figure 4: Location of Respondents College in Tuyen Quang Province 34 YEN BAI PROVINCE Figure 5: Location of Respondents College in Yen Bai Province 35 CAO BANG PROVINCE CHINA Figure 6: Location of Respondents College in Cao Bang Province 36 Figure 7: Location of Respondents College in Bac Kan Province 37 Research Design The study took mainly the quantitative approach it involved the collection of numerical data in order to explain, predict, and control phenomena and data were analysed by statistical procedure. In particular the study was a predictor and cross-sectional survey. It was predictor as the variables were made to predict the motivational factors and teachers’ job performance. The study was a cross sectional survey because it gathered data from the samples of a population. Population and Sampling The target population in this study was constituted by all the teaching staff in Colleges of education in northern provinces, Vietnam. There were five colleges of education in northern provinces and the study was conducted in all five colleges. The teachers were the respondents due to their being directly affected by the motivational practices in their colleges. Due to cost, time and other constraints, the study involved sampling. Of the target population of 503 teaching staff and head teachers in colleges of education in Northern provinces, population and sampling were computed by using the formula hereunder. Slovin’s formula N n  2 Where n = A sample size 1 Ne N = Population size e = Probability of error committed due to the use of sample instead of population. 38 Table 1 Frequency and Percentage Distribution of the Respondents Teachers Colleges Location Total Respondents % Ha Giang Teachers’ Ha Giang City 105 55 21.7 Training College Tuyen Quang College Tuyen Quang City 113 55 21.7 Yen Bai Teachers’ Yen Bai City 99 50 20 Training College Cao Bang Teachers’ Cao Bang City 94 45 18.3 Training College Bac Kan College Bac Kan Town 92 45 18.3 TOTAL 503 250 100 The above table shows the colleges locations and the teachers respondents. It reveals that there are 250 out of the 503 teachers were requested to answer the questionnaire. To ensure representativeness of the samples, randomization was a suitable approach. To attain the respective sample size from the said population, the Slovin’s formula was used in computing the samples. Research Instrumentation The researcher utilized a questionnaire which was the main tool in gathering data The part of the questionnaire contains a four-point Likert Scale ranged from “strongly agree” to “strongly disagree” was used. There was one self- administered questionnaire directed towards teaching staff in the said Colleges. The questionnaire started with a main title; followed by an introductory letter and had sections; with questions on background variables to classify teachers (e.g. marital status), according to academic qualification (e.g. Bachelor, Master) and positions held (e.g. class teacher, head of department, deputy and others). Appendix C was on the independent variable in the study (motivational factors). 39 Appendix D was on the dependent variable, teachers’ job performance. To ease administration, most questions in the instrument are closed-ended, that is, having options given. Validation of the Instrument The researcher ensured content validity of the said instrument by ensuring that questions or items in it conform to the study’s . Items in the instruments were tested by giving them to at least 15 non respondents in a school not included in the population to determine the suitability of the language and to determine the length of time of each respondent before it was submitted to the researcher’s adviser for final approval. The researcher computed the content validity index. This was obtained by; Suppose that we measure a quantity which is a sum of components (K-items or testlets): . Cronbach's is defined as Where the variance of the observed total test scores, and the variance of component i for the current sample of persons. Then, reliability of the instrument on multi-item variables (i.e. physiological, safety, love & belonging, self esteem, self actualization needs and teacher’s job performance) was tested via the Cronbach Alpha Method provided by Statistical Package for Social Science, (SPSS). Table shows pertinent results: Table gives the reliability indices for the respective sections of the questionnaire: 40 Data Gathering Procedure When proposal was approved, an introductory letter was obtained from the Rectors, Colleges of Education in Northern provinces, to introduce the researcher to the teachers in the selected schools. This helped in seeking permission to carry out the study in their schools. The researcher chose a teacher in each selected school who worked as a research assistant because this assistant was readily available at the school. Thereafter, administering the questionnaires followed. The researcher ensured that the filled questionnaires are collected as soon as they get filled after a period of two weeks to avoid loss and misplacement. Data obtained then was analyzed and report on the findings made. Statistical Treatment To answer the problems posed in this study, the following statistical tools were applied on the data collected. 1. The data collected was prepared or processed for analysis and then later actually analyzed; the collected data from the questionnaire was edited, categorized or coded and entered into computer using the Statistical Package for Social Sciences (SPSS) for generation of summary frequency tables. Collected data using qualitative questions was processed manually. The actual data analysis at univariate level was based on relative frequencies or percentages from frequency tables and descriptive statistics. 2. Weighted mean was utilized to describe the perception of teacher- respondents on the motivational factors and job performance. The formula is: WM = 41 Where: WM = weighted mean ∑fw = sum of the product of the frequency and weight n = total number 3. Chi-square test, for determining the significant difference of the respondents. The formula is: X2 = ∑ Where: X2 = chi-square value 0 = observed frequencies E = Expected frequencies 4. Multiple regressions were used to find out the predictability of the influence of motivational factors to the teachers’ job performance of the colleges of education in Northern Provinces. The formula is: Y – a + b1X1 + b2X2 + b3X3 Where: Y = dependent variable being predicted or explained a = constant or intercept bn = expected frequencies Z1 = independent variable explaining the variance of Y The statistical analysis was done using the Statistical Package for Social Sciences (SPSS), now also known as Predictive Analysis Software. 42 Descriptive Interpretation of the Scale The following legends of interpretation were used to rate the Motivational factors and Teachers’ job performance in colleges of Education. For Motivational Factors 3.25 - 4.00 4 Strongly Agree (SA) 2.50 - 3.25 3 Agree (A) 1.75 - 2.49 2 Disagree (D) 1.00 - 1.74 1 Strongly Disagree (SD) For Teachers’ Job Performance 3.25 - 4.00 4 Always (A) Very Satisfactory 2.50 - 3.25 3 Sometimes (S) Satisfactory 1.75 - 2.49 2 Not Often (NO) Fair 1.00 - 1.74 1 Not At All (NA) Poor Chapter IV RESULTS AND DISCUSSIONS The chapter presents the data on tables with their corresponding analysis and interpretation. The presentation follows the sequence of the specific problem. It begins with a description of the characteristics of the study, and then the description of the dependent and independent variables and ends up with a hypothesis. Demographic Characteristics of the Respondents Table 1.1 Frequency and Percentage Distribution of Respondents According to Age Respondents’ Age Frequency Percent 21-26 2 1 27-32 29 12 33-38 122 49 39-44 68 27 45-50 26 10 51-56 3 1 Total 250 100 Table 1 shows the frequency and percentage distribution of respondents by age finding reveals that ages 33-38 with 122 (49%), ages 39-44 with 68 (27%) respondents are the majority and ages 51-56 with 3 or one percent, ages 27-32 with 29 or 12 percent and ages 21-26 with 2 or one percent are the least number of respondents. It maybe inferred that majority of the respondents are middle age and just a little number of the respondents belongs to the retiring age and younger age, respectively 44 Table 1.2 Frequency and Percentage Distribution of Respondents According to Gender Sex Number Percentage Male 96 38 Female 154 62 Total 250 100 Table 2 reveals the frequency and percentage distribution of respondents by gender. It shows that 154 female or 62 percent are the greatest number of respondents. Only 96 or 38 percent are male respondents, these suggest that there have been least number of male respondents who have made themselves available during the conduct of the study. Table 1.3 Frequency and Percentage Distribution of Respondents According to Professional qualification Category Frequency Percent Bachelor 116 46.4 Master 134 53.6 Total 250 100.0 According to Table 1.3, 54% of respondents had Master’s degree, followed by bachelor’s degree (almost 46%), suggesting all the respondents had the basic/minimum qualification to teach in colleges of education at Northern Vietnam provinces. 45 Table 1.4 Frequency and Percentage Distribution of Respondents by Number of Years Spent in Schools Category Frequency Percent 0-5 30 12 6-11 114 45 12-17 80 32 18-23 24 10 24-29 2 1 Total 250 100 Table 1.4 discusses the frequency and percentage distribution of respondents by the number of years spent in schools. Finding shows that 6-11 years category with 114 or 45 percent is the longest time spent in schools; followed by 12-17 years category with 80 or 32 percent. This only implies that most of the respondents in colleges of education at Northern Provinces had stayed in their schools for a period of ten years and below, indicating that there is teacher instability on job in Colleges of Education at Northern Provinces. Table 1.5 Frequency and Percentage Distribution of Respondents According to Monthly Income Category Frequency Percent 0 - below 3 million 44 17.6 3 - below 6 million 180 72.0 6 - below 8 million 25 10.0 8 - 10 million 1 .4 Total 250 100.0 Table 1.5 discusses the frequency and percentage distribution of respondents according to monthly income. Finding shows that 3 to below 6 million 46 category with 180 or 72 percent is the highest income in schools; followed by 0 to below 3 million category with 44 or 17.6 percent, 6 to below 8 million with 25 or 10 percent and 8 to 10 million with only 1 or 0.4 percent. These imply that most of the respondents in colleges of education at Northern Provinces have not high monthly income. Level of Motivational Factors of the Respondents Table 2.1 Mean Distribution of the Responses According to Physiological Needs Indicators of Physiological Needs WM DR 1. Current salary meets the minimum of life’s needs 2.15 Disagree 2. Accesses with adequate and clean water at school 2.90 Agree 3. Receives salary promptly and in accordance with my efforts 3.14 Agree 4. Receives extra teaching allowances prompt and equitably 3.20 Agree 5. Accesses free meals during shifts and lunch at school 1.76 Disagree 6. Is provided free accommodation and water 2.21 Disagree 7. Has enough working space in the school environment 2.83 Agree 8. Accesses comfortable and convenient working places 2.87 Agree 9. Has received free materials and equipment at school 3.05 Agree 10.Has appropriate workload at school 2.70 Agree Average Weighted Mean 2.70 Agree Table 2.1 discusses the mean distribution of physiological needs of the respondents. Finding reveals that item numbers 2, 4, 7, and 9 with the WM = 2.90, 3.14, 3.20, 2.83, 2.87, 3.05 and 2.70 agree category, respectively, such findings only imply that the school provides adequate and clean water facilities in school, provides salary commensurately, gives extra teaching allowances equitably, provides convenient working space and comfortable environment, provides materials and equipment in school and gives appropriate workload. 47 This implies that the respondents are agreeable towards the physiological aspects, Generally, the total computed WM = 2.68 agree category only suggest affirmative physiological needs. However, they feel the inadequacy of the salary to maintain the minimum standard of life with the present economic condition the northern province.on items like (current salary meets the minimum of life’s needs, Access free meals during shifts and lunch at school, Is provided free accommodation and water) means were less than three corresponding to Likert scale where all of three items represented disagree. Especially, items number 5 and 1 got lowest weighted mean. This shows that the salary and food are not satisfied with the respondents in these colleges. This suggested that there was a group of respondents who were not satisfied with the level of satisfaction of physiological needs. From the table, the level of teachers’ satisfaction of physiological needs and it will help educators, policy makers, managers give appropriate ways to improve the physiological needs for teachers. If this happen, teachers will concentrate to their job and improve the teaching and learning activities in their organizations A. H. Maslow’s Hierarchy of Needs Theory of Motivation (1943) stated that physiological needs are the needs that usually taken as the starting point for motivation theory are the so-called physiological drives. Boeree (2006) stated that if Maslow’s theory is true, there are very important leadership implications it provides to promote workplace motivation. There are a variety of ways to motivate employees through their style of management, compensation plans, role definitions and organisation activities. In order to be able to provide physiological motivation an organisation should ensure that it provides for example offer high salaries that enable the workers to be able to meet basic needs. 48 Table 2.2 Mean Distribution of the Responses According to Safety and Security Needs Indicators of Safe and Security Needs WM DR 1. Stays in a safe environment at school 2.91 Agree 2. Stays in a secure environment at school 2.98 Agree 3. Is given free medical care in case of ill health 2.82 Agree 4. Has job security 3.18 Agree 5. Has access to banking services near by the school 3.01 Agree 6. Has fair treatment by the school administration and colleague 2.99 Agree 7. Has access to fire control measures at school 2.85 Agree 8. Has good interpersonal relationship with school administration 2.89 Agree 9. Has good interpersonal relationship with students and 3.03 Agree colleagues at school 10. School complies fully with the labor law and insurance rules 3.06 Agree Average Weighted Mean 2.97 Agree Table 2.2 presents, the mean distribution of responses according to safety and security needs of the respondents. Finding reveals that all item numbers 1, 2, 3, 4 , 5 , 6 , 7 , 8, 9, and 10 with the WM = 2.91, 2.98, 2.82, 3.18, 3.01, 2.99, 2.85, 2.89, 3.03 and 3.06 agree category respectively. It could be inferred that the respondents stay safe and secured environment, the school provides free medical care with job security; has access to banking services, access to fire free protection, better interpersonal relationship between faculty and the administrators, better relationship with colleagues and students, and complies with the labor laws and insurance rules. All the statements from number 1 to 10 are described as “Agree”. Among them, statement number 4 “Has job security” got highest weighted mean of 3.18, statement number 3 “Is given free medical care in case of ill health” got lowest weighted mean of 2.82. On the whole, the total computed WM = 2.97 agree category only suggests that there is safety and security among the respondents in the school. 49 The researcher surmises that the respondents in colleges of education at Northern provinces of Vietnam feel they have a security job, they feel satisfy with the policy which the manager in these schools are operating and they feel safe when they work in these organizations. But the volume of respondents do not satisfy with the conditions and security of job still high so the administrators and managers also should pay attention to apply policies to improve the satisfying of safety and security job for teachers in their organizations to help them feel more safety with their job then improve the teaching and learning activities. Especially pay more attention to health care for teachers. This confirms Bennell (2004) emphasized that workers, unlike tools or objects of production, are living human beings that need to be involved in the improvement of working conditions and should participate at all levels, including international levels, on issues that affect their livelihoods. Workers’ perspectives need to be considered in devising and carrying out health and safety measures at the workplace. He argues that the workers are not objects to be managed like machines or other factors of production. They are living, breathing and thinking human beings who have the most fundamental stake in any system of health and safety that affects their lives in workplaces. The researcher strongly believes that with these achievements in improving the working conditions and help teachers feel safer the quality of teaching and learning will improve and this good practice for others policies. 50 Table 2.3 Mean Distribution of the Responses According to Love and belongingness needs Indicators of Love & Belongingness Needs WM DR 1. Shows love by students and colleagues 2.82 Agree 2. Is accepted in clubs and organizations formation in the school. 3.02 Agree 3. Is appreciated by the school administration 2.87 Agree 4. Has received the interest by school administration. 2.94 Agree 5. Has received help and sharing from colleagues. 2.89 Agree 6. Colleagues are very friendly and credible 2.88 Agree 7. Has a chance to participate to other activities in school. 2.91 Agree 8. Feels that he is clearly a part of a group or multiple groups in 2.83 Agree school which gives him a sense of belonging. 9. School organizations always encourage and help him 2.91 Agree whenever he has difficulties in life and job. 10.Is encouraged to give comments for school development and comments are respected by the school administration and 2.96 Agree colleagues. Average Weighted Mean 2.90 Agree Table 2.3 depicts the mean distribution of responses of the respondents in terms of love and belongingness. It shows that the WM = 2.82, 3.02, 2.87, 2.94, 2.89, 2.88, 2.91, 2.83, 2.91 and 2.96 agree category, respectively. Such finding only explains that love, appreciation, acceptance; interest, help and sharing, friendliness, empathy and belongingness all observed among the respondents as evidence by their perceived ratings. As the results, all the statement got weighted mean with the equivalent interpretation as “agree”. Statement number 2 got highest weighted mean of 3.02 with the statement of “teachers are accepted in clubs and organization formation in the school”. Generally, the total computed WM = 2.90 agree category only suggest the feeling of the respondents with love and belongingness. This shows that t...l during shifts and lunch at school. These factors get lowest result, the researcher suggests that; * Salary policy: + The principle for salary payment: - To guarantee the equality - To access teachers’ competency exactly - To guarantee minimum salary, subsidize uncontrolled increase in prices - To increase legitimate income for teachers in accordance with the social development and the level of public salary. * The administrators need to supply free accommodation, water and meal for teachers by seeking for investors, social organizations and applying soft wages according to the level of teachers’ competence in solving work. It will create motivations for teachers to work more effectively. 2. Safety and Security needs; From the results of Safety needs in research the researcher found that teachers in this region want to get free medical care in case of ill health, need more fire control measures at school and they want to improve the relationship with school administrators. So school administrators should pay more attention, interest, take care and regular health examination for teachers. 3. Love and Belongingness Needs 112 Based on the results of Love and Belongingness needs in the research, the researcher suggests that administrators should pay more attention to the relationship between teachers and students and between teachers and teachers in their colleges. Create more chances or activities for them to show love among them in teaching and learning or other daily activities. We should encourage and highly appreciate teachers who perform well at school, building a positively and friendly working environment at school. 4. Esteem Needs From results of research, the researcher found out that teacher in this region feel they need more responsibilities at their school, give ideas and take part in solving problems at school. So the administrators should create favorable environment for them to contribute their abilities for school development. 5. Self- actualization needs The researcher suggests that administrators should give chances for teachers to decide some issues which are related to their competence, allow and encourage them to apply their creative thinking in their job, then give policies support and encourage them to pursue their teaching activities by giving them promotion chances, free accommodation or wage increase for those who are perform well. 6. Teachers’ Performance From the results, the researcher found out that teachers in colleges of education at Northern province do not always provide counseling to his students whenever they need, they do not always participate in co-curricular activities at school, provide guidance to their students and do not always provide feedback after marking students’ work. So the researcher suggests that administrators should encourage teachers and concentrate on inspection and supervision to teachers’ daily activities. The researcher proposes the following additional programs; 113 PROPOSED ENHANCEMENT PROGRAMS FOR SCHOOL ADMINISTRATORS OBJECTIVE ACTIVITY/IES PERSONS INVOLVED TIME FRAME BUDGETARY SOURCE OF REQUIREMENT FUND - Encourage educational advancement to increase salary According to the Provide the number of teachers - Provide free meals A. For Physiological physiological needs Teacher and Whole Year who have high State budget, during shifts and lunch Needs competency in job but Social of teachers /other at school for teachers Administrators Round school personnel have low living Welfare standards (at least funds, - Provide free 1000.000VND/person accommodation and /month. water. - Organize many sports State budget, Create a positive and activities B. For Love & Students, teachers and Social friendly working Belongingness needs - participate in other Administrators Welfare environment activities in and out funds, school Sustain interest in State budget, - Motivate teachers C. For Self-Esteem the school mission Whole Year Social teach well for quality Administrators needs for actualizing their Round Welfare performance objectives funds, D. For self Create chances for - Encourage teachers to Administrators Whole Year 114 actualization needs everyone to perform apply their creative Round their best abilities thinking to develop and have an equal their teaching job and promotion school opportunities Uplift the teacher State budget, E. To improve performance through - Capacity Building Summer/ Teacher and Social teachers’ active participation Seminar for Teachers to Semestral Administrators Welfare in achieving their improve performance Vacation job performance funds assignments/tasks Chapter V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary, findings, conclusions and recommendations of the study. Summary This study sought to find out which motivational factors predict the teachers’ job performance in the colleges of education in Northern provinces of Vietnam, school year 2013 – 2014. Specifically, it sought to determine the level of motivational factors of the respondents as to: physiological, safety and security, love & belongingness, self-esteem and self-actualization needs; to find out the level of job performance of teachers in colleges of education at Northern provinces of Vietnam; and the formulation of program that was proposed from the results of the study. This study used the descriptive design in analyzing the investigated variables. 250 out of the 503 teachers were requested to answer the questionnaire. To ensure fair distribution of the samples, randomization was used. The data in this study were collected, prepared or processed for analysis and then later actually analyzed; the collected data were categorized, coded and entered into the computer using the Statistical Package for Social Sciences (SPSS). Collected data using qualitative questions was processed manually. Findings The study reveals the following findings 1. The Profile of the respondents in colleges of education at Northern Vietnam provinces are the following; 116 That majority of the respondent are with ages 33-38 (122/49%); that there are 154 female (61.6%) and 96 male (38.4%); for educational qualification there are 134 Master degree (54%) and 116 Bachelor degree (46%); for the number of years school majority are 6-11 yrs (114/45%) with a monthly income ranging from 3-2 below 6 million 180(72%). 2. The level of motivational factors of teachers in colleges of education at Northern Vietnamese provinces are the following: 2.1 Physiological Needs, with a WM = 2.70, Agree category 2.2 Safety & Security Needs, with a WM = 2.97 Agree category 2.3 Love & Belongingness Needs, with a WM = 2.90 Agree category 2.4 Esteem Needs, with a WM = 2.67 Agree category 2.5 Self-actualization Needs with a WM = 2.73 Agree category. 3. When they are grouped according to demographic characteristics most of motivations have significant difference with P-value < 0.05 except gender. 3.1 Physiological Needs in terms of: Age x² = 34.308; p-value = .002 significant Gender x² = 2.635; p-value = .484 not significant Educational Qualification x²= 27.357; p-value = .001 significant Length of Experience x² = 31.887; p-value = .002 significant Monthly Income x² = 60.105; p-value = .000 significant 3.2 Safety and Security need in terms of: Age x² = 36.338; p-value = .003 significant Gender x² = 1.745; p-value = .613 not significant Educational Qualification x² = 22.468; p-value = .003 significant Length of Experience x² = 36.002; p-value = .001 significant Monthly Income x² = 64.267; p-value = .000 significant 117 3.3 Love and Belongingness in terms of: Age x² = 39.901; p-value = .000 significant Gender x² = 2.983; p-value = .456 not significant Educational Qualification x² = 27.216; p-value = .000 significant Length of Experience x² = 43.445; p-value = .001 significant Monthly Income x² = 67.667; p-value = .000 significant 3.4 Esteem Needs in terms of: Age x² = 33.004; p-value = .046 significant Gender x² = 3.092; p-value = .366 not significant Educational Qualification x²= 18.105; p-value = .081 not significant Length of Experience x² = 28.200; p-value = .123 not significant Monthly Income x² = 33.858; p-value = .088 not significant 3.5 Self Actualization Age x² = 42.043; p-value = .004 significant Gender x² = 2.481; p-value = .581 not significant Educational Qualification x²= 28.556; p-value = .000 significant Length of Experience x² = 43.253; p-value = .000significant Monthly Income x² = 57.064; p-value = .000 significant 4. Job Performance of Teachers in Colleges of education at Northern Provinces of Vietnam is 4.1 Teaching performance with a AWM =3.15 described as “Sometimes” 4.2 Job Professional Responsibilities with an AWM= 2.60 described as “Sometimes”. 5. The Demographic Characteristics and Motivational Factors Predict Teachers’ Job Performance as follow: 118 Self actualization needs can predict job performance rather high up to 75.7 percent, combined self-actualization needs and physiological needs up to 83 percent, self- actualization needs, physiological needs and love & belongingness needs up to 83.8 percent, and combined self-actualization needs, physiological needs, love & belongingness needs and age up to 84.4 percent, and combined self- actualization needs, physiological needs, love & belongingness needs, age and Esteem needs up to 84.8 percent, and combined self-actualization needs, physiological needs, love & belongingness needs, age, Esteem and gender up to 85.1 percent. Safety needs, educational qualification, length of experience and monthly income does not predict teachers’ job performance in Colleges of education at Northern provinces of Vietnam. 6. An enhancement program for administrators is developed. Conclusions Based on the findings, the researcher came up with the following conclusions: 1. The profile of respondents in colleges of education at Northern Vietnam Provinces maybe inferred that majority of the respondents are middle age, female and greater number are master degree; most of them stayed in schools for a period of ten years and below, and earning only an average monthly income. 2. Physiological, safety, love & belongingness, esteem and self- actualization needs of teachers in colleges of education at Northern Provinces of Vietnam meet the basic needs. 119 3. Most of motivational factors are significant variables in term of profile of the respondents when they are grouped. 4. Teachers’ job performance in this region is satisfactory. 5. The motivational factors and demographic characteristic are significant predictors of teachers’ job performance. 6. Proposed enhancement program is ready for adoption. Recommendations Based on the findings and conclusions, the following are the recommendations: 1. That administrators to look into the provisions of the physiological, safety and security, love and belongingness, esteem needs and self-actualization to further motivate and improve performance. 2. That policy formulation and implementation for the upliftment of income for self- sufficiency and contentment. 3. That administration should consider faculty development as one of the priorities to encourage the teachers with Bachelor’s degree and those with MA units to finish their graduate education degrees. 4. Teachers, particularly those taking professional advancement at their own personal expense be given additional benefits. 5. 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Unpublished Master’s thesis, Da Nang University, 2003. Toan Van Tran (2009) factors affect Ho Chi Minh officers’ job satisfaction, Unpublished Master’s thesis, Ho Chi Minh Economic University, 2005. Thanh Nga (2011) Maslow’s hierarchy theory and its application in teaching job, Unpublished Master’s thesis, Ha Noi Medical university, 2005. u_caobu_maslow D. Electronic References www.bkone.co.in APPENDICES 124 Appendix A Letter to Administer the Questionnaire Republic of the Philippines Southern Luzon State University GRADUATE SCHOOL Lucban, Quezon May 29, 2013 ______________________ ______________________ ______________________ ______________________ Dear Sir/Madam: The undersigned has the honor to request permission from your good office to administer questionnaire to your teachers as his respondents. The title of his dissertation is “Motivational factors as predictors of Teachers’ job Performance in Colleges of Education at Northern Provinces: An Enhancement Program”. Rest assured that the administration of the questionnaire will not affect the smooth flow of their activities and the information that will be gathered shall be treated with utmost confidentiality. It is hoped that your favorable consideration and approval be granted in the merit of research. Respectfully yours, HOANG VAN THANH (FRANK) Graduate Student Noted: DR. RICARYL CATHERINE P. CRUZ Research Adviser 125 Letter to Respondents Republic of the Philippines Southern Luzon State University GRADUATE SCHOOL Lucban, Quezon Date __________ Dear Sir/ Madam Greetings of peace! The undersigned is presently conducting a study entitled “Motivational factors as predictors of Teachers’ job Performance in Colleges of Education at Northern Provinces: An Enhancement Program”, in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management. In this connection, may he request you to have a share with your most precious time by accomplishing the attached questionnaire. It is designed to gather information about the motivational factors and teachers’ performance in colleges of education in Northern provinces. Your full cooperation and patience in accomplishing these questionnaires will be of great help. Rest assured that all information that will be gathered will be held strictly confidential. Thank you so much. HOANG VAN THANH (FRANK) Researcher Noted: DR. RICARYL CATHERINE P. CRUZ Research Adviser 126 Appendix B PROFILE OF THE RESPONDENTS Directions: Kindly answer the questionnaire by putting a check (√) mark on the item that best corresponds to your choice on the space provided for. Rest assured that any information will be treated with confidentiality College name (optional) ________________________ Profile of the Respondents Age ___21-26 ___27-32 ___33-38 ___39-44 ___45-50 ___51-56 Gender ____Male ____Female Civil Status ___Single ___Married ___Separated ___Divorced Educational Qualification ___Associate degree ___Bachelor’s degree ___Master’s degree ___Doctoral degree Length of Experience ___0-5 years ___6-11 years ___12-17 years ___ 18-23 years ___ 24-29 years ___ 30 years above Job Title ___Head Teacher ___Teacher ___Assistant Teacher ___Others Monthly income ___ 0 – below 3 million ___ 3 – below 6 million ___ 6 – below 8 million ___ 8– be low 10 million ___ over 10 million 127 Appendix C QUESTIONNAIRE This section is divided into five sub-sections that is psychological, safety, love & belongingness, self- esteem and self - actualization needs. Using the key given, tick (√) the right alternative that meets your opinion on how your needs are met at your college as follows: 4 = Strongly Agree (SA) 3= Agree (A) 2 = Disagree (D) 1 = Strongly disagree(SD) Indicators of Physiological Needs 4 3 2 1 1 Current salary meets the minimum of life’s needs 2 Accesses with adequate and clean water at school 3 Receives salary promptly and in accordance with my efforts 4 Receives extra teaching allowances prompt and equitably 5 Accesses free meals during shifts and lunch at school 6 Is provided free accommodation and water 7 Has enough working space in the school environment 8 Accesses comfortable and convenient working places 9 Has received free materials and equipment at school 10 Has appropriate workload at school Indicators of Safety Needs 4 3 2 1 1 Stays in a safe environment at school 2 Stays in a secure environment at school 3 Is given free medical care in case of ill health 4 Has job security 5 Has access to banking services near by the school 6 Has fair treatment by the school administration and colleague 7 Has access to fire control measures at school 8 Has good interpersonal relationship with school administration 9 Has good interpersonal relationship with students and colleagues at school 10 School complies fully with the labor law and insurance rules 128 Indicators of Love & Belongingness Needs 4 3 2 1 1 Is trusted by students, parents and colleagues 2 Is accepted in clubs and organizations formation in the school. 3 Is appreciated by the school administration 4 Has received the interest by school administration. 5 Has received help and sharing from colleagues. 6 Colleagues are very friendly and credible 7 Has a chance to participate to other activities in school. 8 Feels that he is clearly a part of a group or multiple groups in school which gives him a sense of belonging. 9 School organizations always encourage and help him whenever he has difficulties in life and job. 10 Is encouraged to give comments for school development and comments are respected by the school administration and colleagues. Indicators of esteem needs 4 3 2 1 1 Has made a number of achievements at school 2 Has recognized by the school administration 3 Has good reputation at school 4 Is assertive at school 5 Is self motivated at school 6 Is respected by students and colleagues 7 Has a number of important responsibilities at school 8 Is praised by school administration for any good work done 9 Has been attended to by the school administration Indicators of Self – Actualization Needs 4 3 2 1 1 Has been satisfied with and proud about the achievements and present position which he has. 2 Is currently working on a plan to help him maximize his potential in life 3 Is doing what he is really good at and what he is meant to be doing 4 Is self confident and satisfied with what he does in school everyday 5 Has opportunities for further study and promotion 6 Has been entitled to decide some issues which are related to his competence. 7 Has prospects for career development in school 8 Has applied his creative thinking in his job. 9 His life has enough stability and consistency in it that he is free to pursue important interests 10 He really likes to continue his current job that he is towards finding the ultimate harmony and happiness. 129 Appendix D Please rate your coworkers in the following areas of performance by ticking (√) the appropriate number using a scale where; 4 = Always 3 = Sometimes 2 = Not often 1 = Not at all Indicators of Performance 4 3 2 1 Teaching performance 1 Prepares his schemes of work 2 Prepares his lesson plans before going to school carefully 3 Arrives at school on time 4 Provides guidance to his students wholeheartedly 5 Provides counseling to his students whenever they need 6 Leaves school at or after official time 7 Marks students’ work on time 8 Provides feedback after marking students’ work 9 Gives standard exams 10 Completes the syllabi within time Professional responsibilities 11 Participates in co-curricular activities at school 12 Participates in compiling related documents and reference book 13 Actively participates in activities that will enhance his/her professional skills 14 Aligns carefully the functional classroom curriculum taught with the school organization’s curriculum guide and the state course of study. 15 Willingly accepts additional responsibilities. 16 Maintains a positive attitude. Thank you! 130 Appendix “E” SCHEDULE OF COMPUTATIONS Regression Analysis of the Motivational Factors and Teachers’ Job Performance Model Summary Std. Error of the Model R R Square Adjusted R Square Estimate 1 .870a .757 .756 .3224 2 .911b .830 .828 .2702 3 .916c .838 .836 .2639 4 .919d .844 .841 .2597 5 .921e .848 .845 .2568 6 .922f .851 .847 .2552 a. Predictors: (Constant), self b. Predictors: (Constant), self, Phys c. Predictors: (Constant), self, Phys, Love d. Predictors: (Constant), self, Phys, Love, Age e. Predictors: (Constant), self, Phys, Love, Age, Esteem f. Predictors: (Constant), self, Phys, Love, Age, Esteem, Gender 131 ANOVAg Sum of Model Squares Df Mean Square F Sig. 1 Regression 80.113 1 80.113 770.578 .000a Residual 25.783 248 .104 Total 105.897 249 2 Regression 87.866 2 43.933 601.829 .000b Residual 18.031 247 .073 Total 105.897 249 3 Regression 88.770 3 29.590 425.009 .000c Residual 17.127 246 .070 Total 105.897 249 4 Regression 89.369 4 22.342 331.183 .000d Residual 16.528 245 .067 Total 105.897 249 5 Regression 89.809 5 17.962 272.416 .000e Residual 16.088 244 .066 Total 105.897 249 6 Regression 90.077 6 15.013 230.599 .000f Residual 15.820 243 .065 Total 105.897 249 a. Predictors: (Constant), self b. Predictors: (Constant), self, Phys c. Predictors: (Constant), self, Phys, Love d. Predictors: (Constant), self, Phys, Love, Age e. Predictors: (Constant), self, Phys, Love, Age, Esteem f. Predictors: (Constant), self, Phys, Love, Age, Esteem, Gender g. Dependent Variable: TP 132 Coefficientsa Unstandardized Standardized Coefficients Coefficients Model B Std. Error Beta t Sig. 1 (Constant) .221 .100 2.213 .028 Self .992 .036 .870 27.759 .000 2 (Constant) -.032 .087 -.373 .709 Self .570 .051 .499 11.224 .000 Phys .524 .051 .459 10.305 .000 3 (Constant) .005 .086 .055 .956 Self .510 .052 .448 9.775 .000 Phys .304 .079 .266 3.867 .000 Love .246 .068 .254 3.603 .000 4 (Constant) -.081 .089 -.905 .366 Self .492 .052 .432 9.508 .000 Phys .258 .079 .225 3.260 .001 Love .264 .068 .272 3.914 .000 Age .061 .021 .084 2.979 .003 5 (Constant) -.354 .138 -2.571 .011 self .439 .055 .385 7.969 .000 Phys .235 .079 .205 2.984 .003 Love .255 .067 .263 3.814 .000 Age .057 .020 .078 2.784 .006 Esteem .195 .075 .099 2.583 .010 6 (Constant) -.225 .151 -1.494 .137 self .439 .055 .385 8.009 .000 Phys .245 .078 .215 3.131 .002 Love .254 .066 .262 3.828 .000 Age .052 .020 .072 2.560 .011 Esteem .184 .075 .094 2.456 .015 Gender -.068 .034 -.051 -2.029 .044 a. Dependent Variable: TP 133 Excluded Variablesg Collinearity Partial Statistics Model Beta In T Sig. Correlation Tolerance 1 Age .131a 3.953 .000 .244 .840 Gender -.047a -1.493 .137 -.095 1.000 Education .045a 1.322 .187 .084 .850 Experience .118a 3.510 .001 .218 .826 Monthly_income .127a 3.632 .000 .225 .764 Phys .459a 10.305 .000 .548 .348 Safe .423a 9.970 .000 .536 .391 Love .465a 10.175 .000 .543 .333 Esteem .210a 4.721 .000 .288 .458 2 Age .074b 2.564 .011 .161 .805 Gender -.063b -2.415 .016 -.152 .996 Education .015b .534 .594 .034 .842 Experience .067b 2.310 .022 .146 .800 Monthly_income .035b 1.093 .275 .070 .691 Safe .215b 3.213 .001 .201 .148 Love .254b 3.603 .000 .224 .133 Esteem .114b 2.890 .004 .181 .428 3 Age .084c 2.979 .003 .187 .798 Gender -.063c -2.480 .014 -.157 .996 Education .019c .670 .503 .043 .841 Experience .073c 2.568 .011 .162 .798 Monthly_income .033c 1.080 .281 .069 .691 Safe .122c 1.555 .121 .099 .106 Esteem .108c 2.791 .006 .176 .427 4 Gender -.055d -2.178 .030 -.138 .983 Education -.015d -.503 .615 -.032 .716 Experience -.061d -.708 .480 -.045 .087 Monthly_income -.038d -.970 .333 -.062 .423 Safe .108d 1.398 .163 .089 .106 Esteem .099d 2.583 .010 .163 .424 5 Gender -.051e -2.029 .044 -.129 .978 134 Education -.017e -.591 .555 -.038 .715 Experience -.079e -.924 .356 -.059 .086 Monthly_income -.032e -.843 .400 -.054 .422 Safe .121e 1.582 .115 .101 .105 6 Education -.017f -.565 .573 -.036 .715 Experience -.077f -.910 .364 -.058 .086 Monthly_income -.040f -1.035 .301 -.066 .418 Safe .126f 1.647 .101 .105 .105 a. Predictors in the Model: (Constant), self b. Predictors in the Model: (Constant), self, Phys c. Predictors in the Model: (Constant), self, Phys, Love d. Predictors in the Model: (Constant), self, Phys, Love, Age e. Predictors in the Model: (Constant), self, Phys, Love, Age, Esteem f. Predictors in the Model: (Constant), self, Phys, Love, Age, Esteem, Gender g. Dependent Variable: TP 135 RESEARCHER’S PROFILE HOANG VAN THANH - FRANK Tel. No. 02193 864 605 CP. No. 0973 289 522 e-mail: Thanhfrankhg@yahoo.com.vn A. PERSONAL DATA Name : HOANG VAN THANH – FRANK Present Address : 12 G. Nguyen Trai St. Ha Giang City Home Address : 12 G. Nguyen Trai St. Ha Giang City Birthdate : October 20, 1981 Birthplace : Quang Binh District, Ha Giang Province Gender : Male Civil Status : Married Nationality : Vietnamese Languages Spoken : Vietnamese B. EDUCATION M.A Laguna State Polytechnic University Laguna Philippines Master of Arts in English Tertiary Ha Noi University of Foreign Language Department. Bachelor of Arts in Teaching English High School: Viet Vinh High School, Bac Quang Secondary: Tan Trinh Secondary School, Bac Quang Elementary: Tan Trinh Elementary school, Bac Quang C.WORK EXPERIENCE October 1, 2004 to October, Teacher of English at Xuan Giang High School, 2009 Quang Binh District, Ha Giang Province. October 1, 2009 to present Teacher of English at Ha Giang Teachers’ Training College