Basbas, Jazmin D. and Carranza, Cherie Mae F. and Marasigan, Kristel Jean R. (2007) Work motivation and job satisfaction of special education teachers in relation to teaching effectiveness [computer file]. Undergraduate thesis, De La Salle University-Dasmarinas.

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Abstract

ABSTRACT Name of Institution: De La Salle University – Dasmariñas Address: Bagong Bayan, Dasmariñas, Cavite Title: Work Motivation and Job Satisfaction of Special Education Teachers in Relation to Teaching Effectiveness Authors: Jazmin D. Basbas Cherie Mae F. Carranza Kristel Jean R. Marasigan Funding Source: Parents Cost: Php 10,000.00 Date Started: July 2006 Date Ended: February 2007 Objectives of the Study General To find out the work motivation and job satisfaction of special education teachers in relation to teaching effectiveness. Specific Specifically, it sought to answer the following question: 1. What is the demographic profile of the SPED teachers? a. age b. gender c. educational attainment d. work tenure 2. What is the work motivation profile of SPED teachers in terms of: a. achievement and recognition b. responsibility ii c. advancement 3. What is the job satisfaction profile of SPED teachers in terms of: a. achievement and responsibility b. responsibility c. advancement d. payment and benefits 4. What is the teaching effectiveness profile of SPED teachers in terms of: a. monitoring b. quality of instruction c. student accountability d. feedback for students e. questioning strategy f. instructional grouping 5. Is there a significant relationship between work motivation and teaching effectiveness of SPED teachers? 6. Is there a significant relationship between job satisfaction and teaching effectiveness of SPED teachers? Scope and Limitations The respondents in the study were SPED teachers of selected schools in Cavite. The researchers used a survey questionnaire in determining the respondents work motivation, job satisfaction and teaching effectiveness. iii This study does not cover the entire vicinity of Cavite per se. It only discusses the participants’ response in terms of aforementioned variables. Methodology This study was conducted for the purpose of determining the work motivation and job satisfaction in relation to teaching effectiveness among SPED teachers. The descriptive-correlational method of research was utilized and the survey technique was used in gathering data. The questionnaire served as the instrument for collecting data. Thirty (30) special education teachers were the respondents of the study and the inquiry was conducted during the school year 2006-2007. Four sets of questionnaires were constructed. The first questionnaire covered the demographic profile of the Special Education teachers. The second questionnaire was used to determine the job satisfaction. The third questionnaire was about work motivation of the SPED teachers. The fourth questionnaire determined the relationship on work motivation and job satisfaction of the special education teachers with their teaching effectiveness through performance rating sheet. Findings The following resulted from the study: 1. Majority of the respondents are under age 21-28 while the lowest number of respondents belong to age thirty-six (36) and above There is a greater number of female respondents than males. The respondents are mostly college graduates while some respondents improve their competencies by iv taking up master studies. Moreover, the years of tenure they have been performing their duties as SPED teachers have consistently accumulated one (1) to three years (3) of service. 2. Majority of the respondents were focused more on advancement which ranked first with 79.00 as mean score. Second was achievement and motivation with garnered 53.00. The indicator with the least mean score was responsibility with 52.67. 3. A large number of the sample population considered responsibility as the primary element for job satisfaction with 86.50 as mean score. Advancement ranked second with a mean score of 66.50. Achievement and Recognition has the lowest mean score with 62.67. 4. Among the indicators of teaching effectiveness, monitoring rank first with 3.87 as mean score. Questioning strategy was second with 3.72 as mean score and feedback for students was third with a mean score of 3.70. The least mean score of 3.48 was obtained by student accountability. 5. Using the Pearson Product Moment Correlational Coefficient, the researchers obtained the value or (r) as 0.436 with the value of t computed as 2.563 and t critical as 2.048. Therefore, the null hypothesis was rejected at 05 level of significance. This means that there is a significant relationship between work motivation and teaching effectiveness. 6. The values of Pearson (r), the tabular (t) computed and critical, significance level and interpretation. Using the Pearson Product Moment v Correlational Coefficient, the researchers obtained the value or (r) as 0.028 with the value of t computed as 0.167 and t critical as 1.697. Therefore, the null hypothesis was accepted at 05 level of significance. This means that there is no significant relationship between job satisfaction and teaching effectiveness. Conclusion Based from the findings of the study presented, the following conclusions were drawn: 1. It revealed that in terms of age, the respondents are mostly in the stage of early adulthood. Female respondents are greater than the male respondents. On the educational attainment, a considerable number of respondents are college graduates while a few of them pursue master studies. In so far as the number of years they are teaching, it revealed vi very significantly that they are not too interested in staying long in the SPED teaching profession. 2. The respondents are motivated in teaching the SPED children because of the responsibility, achievement and recognition that they are obtaining from the parents as well as the administration. It may be in terms of giving intangibles like patting their shoulders for a superb job and giving convincing and consistent praises to them. Definitely, they would be inspired, dedicated and committed to perform way beyond of what is expected to them that is to spell a difference in the lives of the special children. The least motivator for the respondents is the financial consideration that they are receiving, although they have family to support and feed. 3. With regard to their job satisfaction, it bared that the responsibility is high on the priority list of the respondents. In dealing with students when they observed there is an improvement in the behavior and attitude of the children, they felt satisfied. It is a natural tendencies of the respondents to feel delighted that they are gearing and steering the children towards the right path of being self independent and autonomous in some of their action. In addition, the working condition is another area of responsibility, which yielded a satisfaction result. It is the obligation of the respondents to maintain order and discipline in the classroom setting. If they were successful in undertaking these tasks then they would become productive, vii effective and efficient teachers. The indispensability of an inviting and pleasurable workplace would definitely be met. 4. The administration gave emphasis on things that would require monitoring. They place great premium on constant supervision of the respondents to become observant of the actuations of the special children. Their tremendous tendency to discern and spot the needs of the special children has gotten the acknowledgment and praises of the administration. 5. There is a significant relationship between the work motivation and teaching effectiveness of the respondents. Hence, the null hypothesis was rejected. 6. There is no significant relationship between the job satisfaction and teaching effectiveness of the respondents. Hence, the null hypothesis was accepted. Recommendation Based on the conclusions, it is recommended that: 1. The community should give the learners of special education more nurturing and abiding unconditional love because they are quite capable of doing social skills and other skills that would make them functional. It may be in the form of free tutorial services and forums that would address their immediate needs. viii 2. The special education teachers should encourage more physical or mental exercises from the sped children for them to become self-independent and have the ability to function without the constant supervision of an adult. At the same time, it would sharpen their innate capacity through plays and games. 3. The SPED administrators should open a curriculum dealing primarily on the needs of the special education children so that they could easily avail of the programs stated in the curriculum. 4. The parents of SPED students should be responsible enough to understand that their children are quite capable of handling themselves just as long as they show their undying dedication and love for them thru the use of positive reinforcement, positive affirmations and praises that would encourage them to move on and make themselves fit to society. 5. The future researchers should expand the scope of the study since it only covers only selected special education schools in Dasmariñas, Cavite. They may also include or add respondents.

Item Type:	Thesis (Undergraduate)
Additional Information:	PSY 840 2007
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LC Special aspects of education
Depositing User:	Users 4 not found.
Date Deposited:	18 Feb 2016 06:46
Last Modified:	09 Jun 2021 04:05
URI:	https://thesis.dlsud.edu.ph/id/eprint/2078

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