MOTIVATONAL FACTORS AS PREDICTORS OF TEACHERS’ JOB
PERFORMANCE IN COLLEGES OF EDUCATION
AT NORTHERN PROVINCES: A PROPOSED
ENHANCEMENT PROGRAM
A Dissertation Presented to
the Faculty of the Graduate School
Southern Luzon State University, Lucban, Quezon, Philippines
in Collaboration with Thai Nguyen University
Socialist Republic of Vietnam
In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Philosophy in Educational Management
HOANG VAN THANH - (FRANK)
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. ……………………
Member

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;
iv
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;
APPROVAL SHEET

ACKNOWLEDGMENT

DEDICATION…………………
TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

ABSTRACT

Chapter I. INTRODUCTIOIN
Background of the Study

Objectives of the Study

Hypothesis

Significance of the Study

Scope and Limitation of the Study

Definition of Terms



BIBLIOGRAPHY……………………………………………………
APPENDICES………………………………………………………….
CURRICULUM VITAE

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Gender………………………………………………………………….
Frequency and Percentage Distribution of Respondents According to
Professional qualification………………………………………………
Frequency and Percentage Distribution of Respondents by Number of
Years Spent in Schools…………………………………………………
Frequency and Percentage Distribution of Respondents According to
Monthly Income………………………………………………………
Mean Distribution of the Responses According to Physiological
Needs…………………………………………………………………
Mean Distribution of the Responses According to Safety and Security
Needs …………………………………………………………………
Mean Distribution of the Responses According to Love and
belongingness needs …………………………………………………
Mean Distribution of the Responses According to Esteem Needs……
Mean Distribution of the Responses According to Self-actualization
Needs …………………………………………………………………
Mean and Chi-Square Values as to Physiological needs in term of
Age……………………………………………………………………
Mean and Chi-Square Values as to Physiological needs in term of
Gender………………………………………………………………….
Mean and Chi-Square Values as to Physiological needs in term of
Educational qualification ……………………………………
Mean and Chi-Square Values as to Physiological needs in term of
Length of experience…………………………………………………
Mean and Chi-Square Values as to Physiological needs in terms of
Monthly Income………………………………………………………
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Mean and Chi-Square Values as to Safety and Security needs in terms
of Gender………………………………………………………………
Mean and Chi-Square Values as to Safety and Security Needs in terms
of Educational Qualification…………………………………………
Mean and Chi-Square Values as to Safety and Security Needs in terms
Of Length Of Experience………………………………………………
Mean and Chi-Square Values as to Safety and Security Needs in terms
of Monthly Income……………………………………
Mean and Chi-Square Values as to Love & Belongingness Needs in
Terms of Age…………………………………………………
Mean and Chi-Square Values as to Love & Belongingness Needs in
Terms of Gender………………………………………………………
Mean and Chi-Square Values as to Love & Belongingness Needs In
Terms of Educational Qualification …………………………………
Mean and Chi-Square Values as to Love & Belongingness Needs In
Terms of Length Of Experience………………………………………
Mean and Chi-Square Values as to Love & Belongingness Needs in
Terms of Monthly Income……………………………………………
Mean and Chi-Square Values as to Esteem needs in Terms of
Age……………………………………………………………………
Mean and Chi-Square Values as to Esteem needs in Terms of
Gender………………………………………………………………….
Mean And Chi-Square Values as to Esteem Needs
in Terms Of Educational Qualification ………………………………
Mean And Chi-Square Values as to Esteem Needs In Terms of Length
of Experience…………………………………………………………
Mean and Chi-Square Values as to Esteem Needs in Terms of
Monthly Income……………………………………………………….
Mean and Chi-Square Values as to Self Actualization Needs in Terms
of Age………………………………………………………………….

of Monthly Income……………………………………………………
Mean of the Responses of the Respondents in Terms of Teaching
Performance…………………………………………………………….
Mean Distribution of the Responses of the Respondents
in Terms of Professional Responsibilities……………………………
Regression Analysis of the Motivational Factors and Teachers’ Job
Performance…………………………………………………………….
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LIST OF FIGURES
Figure Page

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Maslow’s Hierarchy of Needs Theory of Motivation………………
Research Paradigm: Motivational Factors and Teachers’ Job Performance
Location of Respondents College in Ha Giang Province .………….
Location of Respondents College in Tuyen Quang Province………
Location of Respondents College in Yen Bai province …… ……
Location of Respondents College in Cao Bang Province ………….

Researcher: :
HOANG VAN THANH – (FRANK)
Degree : Doctor of Philosophy in Educational Management
Nam
e
/ Address of
the Institution
Southern Luzon State
University
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

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

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
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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
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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),

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 and receive a reward for this; which could be as
simple as receiving pleasure from the satisfaction of completing something or the
joy of participating in the activity. Extrinsic factors can be imposed upon
individuals as they will receive a reward if they behave in a manner that they are
required to or punished if they do not. Examples of this in an educational setting
which includes include rewards such as stickers on a sticker chart; and
punishments such as having to miss out on taking part in an activity.
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In this study, performance of teachers has been perceived as an
outcome of motivation. The researcher thus invoked Maslow’s Hierarchy of Needs
Theory of Motivation to underpin the study. The theory stipulates that human
beings are motivated by unsatisfied needs to perform work and further elaborates

using monetary and non monitory rewards.
Drucker (2003) reiterated that when he asks people what kinds of
motivation workers really need in order to perform well, many people tell him it is
“employee satisfaction”. But to Drucker, satisfaction is inadequate motivation. He
thinks that the only thing that will serve always is an internal “self motivation” for
performance that is responsibility, not just job satisfaction.
From the above theoretical expression, one can categorically conclude that
the performance of teachers in the colleges of education in Northern provinces in
Vietnam can be related to motivation.
Maslow’s Hierarchy of Needs
Maslow (1943 and 1970) describes human being as a creature which is
never satisfied. For human, satisfaction is temporariness. If one need is satisfied,
there are other needs will appear to be satisfied, and so on. Maslow concepts that
needs for human being is subordinate from child and composed with many
consecutive levels. Maslow’s hierarchy of need theory composed as five levels.
Maslow's hierarchy of needs is often stated as a diagram consisting of five levels:
the four lower levels are grouped together as being associated with physiological