Siegfred research proposal 2final

Chapter 1 INTRODUCTION Background of the Study Eastern Visayas State University is a growing institution in the Eastern Visayas Region which addresses its academic endeavour towards the development of the socio-economic conditions in the region by emphasizing the human resources development as a necessary input to production and growth. The University aims to be a catalyst of meaningful change through educational programs that enhance intellectual and technical skills as well as humane values. It has four main functions, namely: instruction, research, extension services and production. Meanwhile, the College of Engineering is one of the colleges in the University, which aims to develop globally competitive professional engineers and technologists in the region. It offers courses in the field of chemical engineering, civil engineering, electrical engineering, electronics and communication engineering, geodetic engineering, industrial engineering, mechanical engineering and information technology. The faculty members of the college are composed mainly of professional engineers and technologists in their respective field; each of them has different educational qualification and academic rank. In order to attain the mission and vision of the college, as well as, the University as a whole, the faculty must be competent and effective in their fields, inculcating quality education and training to its students. Universities are a center of higher education where teachers play an important role in ensuring high quality of education by developing their students as global citizens for the outside corporate world. However, it is only possible when teachers in universities are motivated enough to accomplish their goals effectively. Teachers are the building blocs of universities. Undoubtedly, teachers are the developers of positive and progressive society in any country. It is therefore, necessary to have highly motivated teachers particularly in universities where teachers’ motivation is extremely demanded. The courage and dedication for developing high performance work systems can only be achieved if teachers would be willing to give their best.1 The Commission on Higher Education is putting its extreme efforts in polishing universities performance. CHED has taken various initiatives in order to improve teachers learning and development for higher education progress in the country. These initiatives include national and international scholarships, teachers training, increasing salary packages, revising teaching compensation programs and much more. There is no doubt that intention behind these initiatives is to motivate teachers for enhanced performance in particular and to improve higher education standard in country as a whole. The basic requirement for the teacher as a professional is ideally his holding of a well-founded body of knowledge. This distinct knowledge, which is determined by training standards, a certain number of education courses and minimal requirements establish the teacher’s expertise.2 ___________________________1Aquino, Gaudencio. Fundamentals of Efficient Teaching. Manila: Rex Bookstore, 1974, p. 28.2Aquino, p. 30The teacher is absolutely full of content of his specialization. Among the behaviours of an effective teacher inferred from the student’s ratings are included the following: knows a great deal about the subject, does not get confused by unexpected questions, is never stumped by a student’s questions, seems to know more about the subject than just what is in the book, and does not seem to be afraid of making mistakes. One of the concerns in the study of Industrial Engineering is to manage people or human resources. People or human resources are the most important basic strategic factor in the organization. Dealing with human resources, it is important to know what motivates them to do their work. This research has elaborated various motivational factors and maintenance factors that are influential to university teachers for their work effectiveness in enhancing their performance in order to increase the institutional effectiveness. It is on this premise that the researcher conducted this research to find out if the faculty in the College of Engineering of Eastern Visayas State University are satisfied with those factors surrounding them. Statement of the Problem It was the concern of the study to determine the perception of the faculty in the College of Engineering of Eastern Visayas State University to the identified job-related factors. Specifically, this study sought to answer the following questions: ,[object Object], 1.1 Growth Opportunity 1.2 Job Security 1.3 Opportunity for Promotion 1.4 Recognition from Others 1.5 Responsibility with the Teaching Job ,[object Object]

Rewards and Benefits 2.2 Financial Security 2.3 Physical Environment 2.4 Social Environment 2.5 School Social Services 3. What intervention scheme that could be proposed based on the findings of the study? Assumption The researcher assumed that the all the identified job related factors under motivational factors and maintenance factors were found to be “very favorable” as perceived by the faculty in the conduct of their job. Significance of the Study The researcher believed that the study bears a significant value to the following: Students. Through this study, they will have a better understanding on the factors that motivates their teachers in doing their work. Especially to the engineering students, they will know the causes why their teachers are competent and effective in their performance, or not. As this study geared towards an improved job performance, the result will ultimately improve student’s performance. Hence, the students will benefit from this because good teaching performance corresponds to good students’ performance. Teacher Respondents. The identification of the factors affecting the job performance of teachers will make them aware how and why their performance is affected. Thus make them more decisive in taking some definite steps towards enhancing their performance. School Administration. The knowledge of the factors found to affect the job performance of the teachers will provide them basis for planning, identifying, selecting and implementing school policies and programs that will best promote the motivation of teachers. Prospective Teachers. To those aspiring to become teachers, this study will give them insights to the conditions surrounding the teachers. As the factors affecting performance are identified, they will be more ready to face the challenges once they become teachers themselves. Future Researchers. Collecting data on the factors affecting performance and developing a survey questionnaire could provide them the foundation for a job related factors identification instrument. Scope and Limitations of the Study The study focused on the perception of the faculty in the College of Engineering to the identified job related factors that surrounds in the performance of their teaching profession. The subjects that will be involved in the study will be the full-time/regular teaching employees in the different departments of the college. This study was limited to the following variables: 1) motivational factors such as growth opportunity, job security, opportunity for promotion, recognition from others, responsibility with the teaching job, and 2.) maintenance factors such as rewards and benefits, financial security, physical environment, social environment and school social services. This study was conducted on the school year 2010-2011 Conceptual Framework This study based on the concept that the teacher is the most important factor in the educational process. The role of teacher in education is central. The teacher is, after all, the point of contact between the educational system and the student: the impact of any educational program or innovation on the students operates through the students’ teacher. But even if a teacher intends to come-up with a teaching performance that suits the demand of his/her work, there are factors that have considerable impact on his/her life as a teacher which may ultimately affect teaching performance. According to Juscius3, teachers are like other employees in an organization. On the surface they are obviously physiological creatures, they act physiologically and have physiological needs. _________________________________________________________________3Michael Juscius. Personnel Management. Tokyo, Japan:Toppan Company Ltd.,pAside from the physiological needs, like the need to satisfy some needs for survival, teachers like to interact with people, they have the social dimension of needs. In short, a teacher, aside from addressing demands of the teaching job, has to meet also his/her physiological, sociological and ethical needs. Meeting all these needs is hypothesized to affect his/her performance. Abraham Maslow’s4 theory of human needs contributed to a better understanding of human motivation. He stated that human needs exist on different levels-there is a hierarchy of importance, namely: the need for survival, security, social needs, egoistic needs and self-fulfilment. When one need is satisfied, another need arises. A satisfied need is soon forgotten and the next higher level of needs then can become motivator. Another theory that provides the framework of this study was that of Reitz. According to Reitz5, performance is determined by individual’s ability and motivation. Differences in individual characteristics can result in differences in their abilities and in the things that motivates them. However characteristics of the environment can likewise affect both individual abilities and motivation. This is best understood in the illustration of figure 1. _________________________________________________________________4 Abraham Maslow. A Theory of Human Motivation. Psychological Review. Vol. 50.New York: Harper and Row, 1970, pp. 370-396.5Reitz, p. 706Frederick Herzberg. Work and Nature of Man. New York: World Publishing, 1966, pp. 92-95.Frederick Herzberg6 based his motivation-hygiene theory on the concept that persons have two sets of needs: their needs as animals to avoid pain and their needs as humans to grow psychologically. Five factors stood out as strong determiners of job satisfaction: achievement, recognition, the work itself, responsibility and advancement. These factors appeared very infrequently when describing events that led to dissatisfaction. An entirely different set of factors emerged when respondents described events that led to dissatisfaction: company policy and administration, supervision, salary, interpersonal relations, and working conditions. These factors were rarely mentioned as leading to job satisfaction. The two sets of job factors have different themes. The factors that contribute to satisfaction all seem to describe a person's relationship to what s/he does: job content, achievement on a task, recognition for task achievement, the nature of Individual CharacteristicsEnvironmental CharacteristicsAbilityMotivationPerformanceFigure 1. A schema showing that performance is a function of the interaction between ability and motivation. the task, responsibility for a task, and professional advancement through growth in task capability. The factors leading to dissatisfaction describe a person’s relationship to the context or environment in which s/he performs the job: the kind of administration and supervision received, the nature of interpersonal relationships, working conditions that surround the job, and salary. The factors which lead to satisfaction relate to what the person does and the factors which lead to dissatisfaction relate to the situation in which s/he does the job. The two-factor theory of motivation developed by Herzberg was further used to classify the variables considered in the present study. These are the motivational and maintenance factor. 1. Motivational Factors. These are factors that are directly related to the job itself, the employees on it, and the recognition and growth that is secured from it. Motivators are mostly job-centred, they relate to job context. In this study, it includes growth opportunity, job security, opportunity for promotion, recognition from others, and responsibility in the teaching job. 2. Maintenance Factors. These are factors that are mostly related to the environment external to the job. This environment includes company policies and working conditions as well as monetary conditions derived from the job. In this study, it includes rewards and benefits, financial security, physical environment, social environment and school social services. Figure 2. Schematic Diagram of the Study Showing the Component PartsCollege of EngineeringFacultyJob Related Factorsa. Motivational Factorsb. Maintenance FactorsPerception on the Identified Job Related FactorsImprovedJobPerformanceIntervention Scheme Definition of Terms For clarity of understanding some important terms used in this study are herein defined. Financial Security. The term refers to the teacher’s capability in meeting all his/her needs as derived from the teaching job. Growth Opportunity. The term refers to the teacher’s opportunity to acquire personal growth in terms of skills and knowledge gained from the teaching job. Job-Related Factors. The term refers to those material and non-material things that may contribute to the success or failure of the teacher measured in terms of job performance. Job Security. The term refers to the feelings of the teachers of being secured in the present position or assignment they are holding. Maintenance Factors. The term refers to the factors that are related to environment external to the job. Motivational Factors. The term refers to the factors that are directly related to the job itself, the employees on it and the recognition and growth that are secured from it. Physical Environment. The term refers to the part of the human environment that includes purely physical. In this study, it refers to the geographical location of the school, the size of the classroom, the equipment and facilities available, etc. Recognition from Others. The term refers to the chances of being recognized by the higher authority and colleagues because of the job well done or accomplishments. Responsibility with the Teaching Job. The term refers to the deciding power and complete freedom of action in accomplishing job assignment. Rewards and Benefits. The term refers to the perceived rewards and benefits the teacher received through the teaching job. School Social Services. The term refers to the related services provided by the school to enhance better teaching and learning performance. Included are the services of the guidance office, library and cafeteria. Social Environment. The term refers to the condition or situation that surrounds the teacher brought about his/her peers, administrators which are believed to enhance or hinder performance. Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter deals with the review of the literature and studies conducted locally and abroad which were related to the present study. These studies provided some insights into the present study. Related Literature Early interest in job satisfaction research arose from the assumption that more satisfied workers would be more productive. A brief look at Maslow's hierarchy of needs may answer some questions. Abraham Maslow developed a framework which arranges five levels of needs in a hierarchical order of prepotency7. The prepotency feature is important because it specifies that the most basic needs must be reasonably met before a person is interested in working toward satisfying needs in the next higher level. The five need levels in order or prepotency are: physiological (air, water, food, personal safety, etc.), security (money, benefits, job security, role consolidation, etc.), affiliation (acceptance, belonging, group membership, love, etc.), self-esteem (competence, confidence, recognition, self-respect, etc.), self-actualization (working at top potential, peak satisfaction, achievement, personal and professional success, etc.) ___________________________________________________7Abraham Maslow, Motivation and Personality (New York: Harper and Row, 1 9 5 4 ) .Maslow's theory states that as long as a need is satisfied, it is not a motivator of behavior. However, no need is ever so completely and totally satisfied that the individual never feels that need again. Human needs are cyclical and recurring. For example, though a person may not be hungry or thirsty at the moment, those needs will reappear with time. By the same reasoning, a person who has gained a sense of achievement through a difficult task well done has not for all time satisfied his/her need for a sense of achievement. Though a need may be currently satisfied and not a motivator, that need will recur in time, producing the quot;
present or anticipated state of discontentquot;
. Any organization cannot sustain without increased workers’ motivation that is inevitable in the current scenario of hyper competition in corporate world. Robbins et al8, said that employee’s motivation is the “willingness to exert high level of inspiration to reach organizational goals, conditioned by the efforts ability to satisfy some individual need”. This definition clearly states that motivation is the willingness of employees to perform excellent work efficiently and this willingness only comes when they perceive that their effort would result in their need satisfaction. Employee’s motivation can only be attained by realizing him/her that his individual needs or goals are aligned with organizational goals or achievement. Organizations need to extract various internal and external motivators for its workers so that they can increase their motivation in order to get long run success. ______________________________________8Robinns, S. P., & Coulter, M. Management (international edition no 7 ed.). Prentice Hall Inc., pp. 9Jaime Redona. Moving Forward in Education. QC: Kayumanggi Press, 1966, p. 33.As cited by Redona9, strong motivation will elicit and sustain teachers’ effort in developing children who are able to think, feel and act as the society requires them to do so. Among the factors of motivation, rewards are very potent. In adequacy of this inventiveness system will adversely affect labour utilization. Teachers, no matter how competent and efficient they are, need reinforcement. According to Aquino10, teaching profession offers rich and certain rewards that in the end fully compensate for their investment. One is the salary, although doesn’t compensate much of the effort exerted. Another is the great joy to see children grow, to witness their development. Still another is the sub line consciousness in teacher’s own soul that he has been a blessing to his fellowmen. The report of Caroll11, stated that there are some crucial frustrating factors affecting the personal life and work of teachers. According to him, such factors are not uncommon in the teaching profession. These are 1) financial difficulty, 2) attitude of the community, 3) continued close association with the immediate minds, 4) disciplinary problems, and 5) possible loss of position. As was pointed out by Stinnette12, et. al, the common cause of poor performance of teachers are 1) inadequate salary, 2) poor administration of the school system, 3) lack of free periods, 4) unsatisfactory plant and building, and 5) lack of equipment and materials. Related Studies Studies related to the present studies were reviewed. ______________________________________10Gaudencio Aquino. Fundamentals of Efficient Teaching. Manila: Rex Bookstore, 1974, pp. 13-14.11Caroll, Herbert. Mental Hygiene. New Jersey: Prentice Hall, Inc., 1974.12Stinnette, T.M. and A.J. Hugette. Professional Problems of Teachers. New York: McMillan Book Company, 1963.13Espinosa, Oscar.”Factors Affecting Job Performance of Teachers in Agricultural Schools of Eastern Samar”. (Doctoral Dissertation, LIT Tacloban City, 1985.)The study of Espinosa13 on the factors related to job satisfaction revealed that school managers need to be cautious in giving teaching assignments. The field of specializations according to major subjects should be prioritized. Promotion should come within rank and file on merit system of the school and worth accomplishment should be compensated, equal treatment of teachers should be exercised and teachers should be given an opportunity to participate in policy making especially those that affect their jobs. Arseno14, on his study on job satisfaction and job efficiency of general radio communication operator graduates from schools of Region 8, found that graduates were satisfied in their jobs. They were more satisfied on intrinsic factors such as achievement, work itself, recognition and personal growth than on extrinsic factors. Tortose15 conducted a study in the factors that lead to create satisfaction in the work of teachers. These factors include: a) salary, b) fringe benefit, c) working conditions and d) psychic income. She concluded that a) teachers’ effectiveness is adversely affected by the very low satisfaction they derive from their salary, b) teachers’ attitude towards the service become more or less calculative rather than spontaneous because they barely find satisfaction in their work, c) big class size effects to a “very great extent” the effective performance of a teacher, d) since the teachers’ performance and effectiveness are adversely affected because of the very low satisfaction from their work in relation to their salary and working condition which foster their maximum growth and satisfaction. A study of Legaspi16 revealed the feeling finding. The extent to which teachers feel toward their job as influenced by teaching experience revealed a room for enrichment in all job content satisfiers except work interest where they feel high level of job satisfaction. ______________________________________14Arseno, Rosario, “Job Satisfaction and Job Effeciency of General Radio Communications Operator graduates from Schools of Region VIII”. (Unpublished Doctors Dissertation, LIT Tacloban City, 1994)15Tortose, Rizalina. “Teachers Job satisfaction: Its Relation to Effective System for Teachers, Vol. 6:3, Nov. 1980, No. 9, pp. 459-563.16Legaspi, Lolita. “Job Satisfaction among Public School Elementary Teachers in Selected School Districts of Division of Leyte>” (Unpublished Masters Thesis, LIT 1992)17Bartolome, Jean Leah.”Factors Affecting the Job Performance of Teachers in National Vocational Schools in Biliran”. (Master’s Thesis. LIT Tacloban City, 1998.)According to Bartolome17, in her study on the performance of faculty members in vocational schools in Biliran, stressed out that educational attainment, job security and physical environment were found to bear significant relationship with the teachers’ job performance. On the other hand, there are no significant relationships between financial security, length of service, opportunities of promotion, rewards and benefits, social environment, school prestige and the school social services to teacher’s job performance. Bohlender, et al18, stressed upon compensation as one of the important considerations in human resource management. They emphasized that it is a tangible reward to the employees for the services; therefore compensation must be in accordance to the need fulfillment of employees. Along with compensation Fuhrman19 pointed out that job descriptions are important factors in motivating or de motivating employees. As unclear job description, stressful working environment, irrelevant administrative assignment can create overburden upon teachers and lead them to job dissatisfaction. Similarly, as Photanan20 concluded in his research that high workload, large number of students in classes and burden of non teaching activities are the problems in creating a good job design for teachers in higher education institutions. On the other hand Ofoeqbu21 established that a teacher needs different resources like technology (computers, projectors, multimedia and internet etc) and facilities (peons and financial aids etc) for effective classroom management and institution’s improvement. ______________________________________18Bohlander, G., Snell, S., & A, S. Managing Human Resources. South-Western College Publishing. 200119Fuhrmann, T. D.. Motivating Employees. Advances in Diary Technology, 2006, 18, 93-101.20Photanan, T. Human Resource Focus. Bangkok: Innographics Ltd., 2004.21Ofoegbu, F. I. Teacher Motivation as an Essential Factor for Classroom Effectiveness and School Improvement. College Student Journal.Department of Educational Administration and Foundations, University of Benin, Benin City, Nigeria, 2004, 3 (1), 54-69. Chapter III METHODOLOGY This chapter discusses the methods and procedure used in this study. It includes the research design, instruments used, refinement of the instrument, respondents of the study, gathering of data and method of analyzing the data. Research Design The study used a descriptive method of research using the questionnaire as the basic instrument to elicit the responses relative to the perception of the respondents to the identified job related factors. As this study attempted to ascertain the existing conditions in terms of how teachers were satisfied with some of the conditions surrounding their work, the descriptive method thought to be the most appropriate. Research Respondents The respondents involved in this study were the full time/regular teaching employees of the different departments in the College of Engineering. The total population of the faculty was 59.Getting the sample size, with 5% error, the sample group or the number of respondents was composed of 52 faculties. Research Locale This study was conducted in the College of Engineering of Eastern Visayas State University. The college was composed of seven departments, namely: Chemical Engineering Dept., Civil Engineering Dept., Electrical Engineering and Electronics & Communication Engineering Dept., Geodetic Engineering Dept., Industrial Engineering Dept., Mechanical Engineering Dept., and Information Technology Department. Research Instruments This study employed a constructed questionnaire from the previous researcher with some revisions and modifications. The questionnaire was made up of two parts. Part I gathered some of the personal information of the teacher respondents such as name, gender, and present position/assignment. Part II of the questionnaire contained items that gather information on the main problem of the study. The questionnaire was a checklist using a 5-point scale: strongly agree, agree undecided, disagree, and strongly disagree. Fifty statements were prepared, 5 statements for each factor under job performance. There were ten factors in this study. These included growth opportunity, job security, opportunity for promotion, recognition from others, responsibility with the teaching job, rewards and benefits, financial security, physical environment, social environment and school social services. Validation of the Research Instrument A dry run of the questionnaire was conducted at the College of Architecture and Allied Discipline to 7 teaching employees. The purpose of the dry run was to establish the appropriateness of the items in the questionnaire because of some revisions and additional items employed in the original questionnaire. A permission to conduct the dry run was secured from the Dean of the College of Architecture and Allied Discipline. The gathered data from the dry run was analyzed. The results were made as basis for the final preparation of the instrument. The final draft of the questionnaire was edited before the final administration to the teacher respondents. Procedure in Gathering the Data Before the questionnaire was administered to the teacher respondents, permission from the Dean of the College of Engineering was first obtained. The researcher personally distributed and retrieved the questionnaire. Of the 52 respondents, about 87% or 45 were able to participate. This was due to unavailability, non-participation and refusal of some faculty to answer the questionnaire. After the retrieval of the questionnaires, the data was analyzed and interpreted. Statistical Treatment of Data The researcher used the following statistical tools found to be appropriately applicable based on the enumerated statement of the problems and its hypothesis. Determining the perception of the teachers as to the identified job related factors. The responses to the items in the questionnaire were given with corresponding points of 5, 4, 3, 2 & 1. A code of 5 was given to “strongly agree” response, 4 to “agree” response, 3 to “undecided” response, 2 to “disagree” response, and 1 to “strongly disagree” response. To get the single indicator of the perceptions of the teachers of the different job-related factors, the mean was computed. The formula for computing the mean was: X – mean ΣX– sum of scores N – no. of scoresX = ΣX N Where: The obtained means was described qualitatively as follows: Scale Range Description Interpretation 54.50 – 5.0 Strongly Agree Very Favorable 43.50 – 4.49 Agree Favorable 32.50 – 3.49 Undecided Slightly Favorable 21.50 – 2.49 DisagreeUnfavorable 11.00 – 1.49 Strongly Disagree Very Unfavorable Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter contains the data gathered with corresponding statistical analysis and interpretation to arrive and seek answers to the problems posed. Teachers Perception on Job Related Factors This study sought the perception of the teachers on job related factors, which this study further segregated into motivational factors and maintenance factors. The former include those that are directly related to the job itself. These are growth opportunity, job security, opportunity for promotion, recognition from others and responsibility in the teaching job. The latter include those that are related to the environment, external to the job. These are rewards and benefits, financial security, physical environment, social environment and school social services. Motivational Factors. Table 1.1 – 1.5 shows the mean and the corresponding interpretation to the motivational factors considered in this study. Growth Opportunity. As shown in Table 1.1, the highest mean obtained from the teachers’ responses was 4.378 on the statement, “Gain more knowledge in the teaching profession” while the statement, “Teachers opportunity to have self development is met” got the lowest mean of 3.892. Both statements were interpreted as “favorable”. The overall mean score yielded in this aspect was 4.114, interpreted as “favorablequot;
. These findings indicated that the faculty were able to acquire continuous learning in terms of knowledge and skills gained from the teaching job. It can be noted also that the faculty has room for improvements because of chances to adjust when they commit errors. They learned also from their colleagues, not from the job alone. Table 1.1. Perceptions on the Job Related Factors in Terms of Growth Opportunity GROWTH OPPORTUNITYMeanInterpretationTeachers acquire the opportunity to learn and develop skills and abilities relevant to the job.4.135FavorableTeacher’s opportunity to have self-development is met.3.892FavorableGain more knowledge in the teaching profession.4.378FavorableTeachers have the chance to adjust when errors are committed.4.083FavorableEnergized by opportunities to spend time with and learn from colleagues.4.081FavorableOver All Mean4.114Favorable Job Security. As revealed in Table 1.2, the highest mean score yielded by the faculty was 4.378 on the statement, “The job is directly related to the degree finished and is easy to handle.”, interpreted as “favorablequot;
. The lowest mean score was 3.737 on the statement, “The teacher is satisfied with the present position/assignment.”, which is also interpreted as “favorablequot;
. The overall mean score in this aspect was 3.949, interpreted as “favorablequot;
. The result implied that the faculty in the College of Engineering handled or taught in a particular field directly related to their degree finished. Hence, it was easy for them to handle the subjects assigned to them. It further implied that beyond the feeling of being secured in the present position, they all enjoyed and interested in performing their job. Faculty also felt high morale because of job security. Table 1.2. Perceptions on the Job Related Factors in Terms of Job Security JOB SECURITYMeanInterpretationThe teacher is satisfied with the present position/assignment.3.737FavorablePresent position/assignment is interesting and enjoyable.4.0FavorableThe teacher feels secured in the present position.3.763FavorableTeachers feel high morale because of job security.3.868FavorableThe job directly related to the degree finished and is easy to handle.4.378FavorableOver All Mean3.949Favorable Opportunity for Promotion. As reflected on Table 1.3, the highest mean score obtained was 4.0 on the statement, “Promotion is based on merit accomplishment.”, interpreted as “favorablequot;
. However, the lowest mean score obtained was on the statement, “Promotion comes from within rank and file.” with a value of 3.540, interpreted as “favorablequot;
. The overall mean score in this aspect was 3.710, interpreted as “favorablequot;
. It’s good to note that the school or University had a well implemented promotion system with regards to its employees as perceived by the faculty in the College of Engineering because of its favorable response. The faculty felt they have better chances to be promoted to higher rank or position. This can be attributed by fair promotion decisions, proper information dissemination on the bases of promotion and promotion comes from within rank and files or regular members. Moreover, faculty were encouraged to have better job performance & higher educational qualifications because of greater promotion opportunities and that it is based on merit accomplishments not by a system of preference. Table 1.3. Perceptions on the Job Related Factors in Terms of Opportunity for Promotion OPPORTUNITY FOR PROMOTIONMeanInterpretationPromotion is based on merit accomplishment..4.0FavorableBetter job performance corresponds to greater promotion opportunities.3.757FavorableThere is a fair promotion decisions.3.632FavorableTeachers are informed on the bases for promotion.3.622FavorablePromotion comes from within rank and file.3.540FavorableOver All Mean3.710Favorable Recognition from Others. As shown in Table 1.4, the highest obtained mean score was 3.526 on the statement, “Teachers feel full support from higher authorities and colleagues because of recognition received”, interpreted as “favorable”. Nevertheless, the lowest mean score obtained was 3.079 on the statement, “Teachers have equal chance of being recognized from higher authority.”, interpreted as “slightly favorablequot;
. The overall mean score was 3.321, interpreted as “slightly favorablequot;
. The result implied that the faculty were not satisfied concerning the system of recognizing individuals for whatever credit he/she deserve to received. There were still feelings of discontentment by the faculty concerning this matter. Although faculty felt full support from higher authorities and colleagues for recognition received, faculty felt uncertainty regarding equal or fair chances of being recognized from higher authorities. The faculty were not completely satisfied to the recognition system imposed in the University. Table 1.4. Perceptions on the Job Related Factors in Terms on Recognition from Others. RECOGNITION FROM OTHERSMeanInterpretationTeachers receive due recognition in every accomplishment.3.184Slighltly FavorableTeachers have equal chance of being recognized from the higher authority.3.079Slightly FavorableTeachers receive positive feedback and praise for the job well done from colleagues.3.395Slightly FavorableTeachers receive certificates/plaque/award for every accomplishment.3.421Slightly FavorableTeachers feel full support from the higher authority and colleagues because of recognition received3.526FavorableOver All Mean3.321Favorable Responsibility in the Teaching Job. As reflected in Table 1.5, the highest obtained mean score was 4.447 on the statement, “Teachers can use their own initiatives in the teaching profession.” interpreted as “favorablequot;
. The lowest obtained mean score was on the statement, ey “Teachers have autonomy in the job.” with a value of 3.806, interpreted as “favorablequot;
. The overall mean score was 4.166, interpreted as “favorablequot;
. These findings implied that the faculty in the College of Engineering had complete freedom of action and deciding power in accomplishing the assigned job. Therefore, the faculty were given the freedom to their job alone and make use of their own initiatives in their teaching profession. Although they were given the freedom, they were still responsible in their job, doing the best way they could. Table 1.5. Perceptions on the Job Related Factors in Terms on the Responsibility in the Job. RESPONSIBILITY IN THE TEACHING JOBMeanInterpretationTeachers do their job responsibly and in the best way they could.4.368FavorableTeachers do their job independently.4.210FavorableTeachers can use their own initiatives in the teaching profession.4.447FavorableThe responsibility they are holding does not hinder their personal life.4.0FavorableTeachers have the autonomy in the job. They can do what is best for the job.3.806FavorableOver All Mean4.166Favorable Maintenance Factors. Table 2.1 – 2.5 shows the mean and the corresponding interpretation to the maintenance factors considered in this study. Rewards and Benefits. As revealed in Table 2.1, the highest obtained mean score was 3.237 on the statement, “A system of rewards and incentives are given after each school activities.” while the lowest mean score was 2.947 on the statement, “The better the teacher performs, the more rewards and benefits the teacher receives.” Both of the statements were interpreted as “slightly favorablequot;
. The overall mean score obtained was 3.064 interpreted as “slightly favorablequot;
. It can be noted that the faculty in the College of Engineering were not completely satisfied about the implementation of the system of rewards and incentives in the university. Awarding of educational grants to the faculty was perceived by almost half of them, not totally implemented. There were still feelings of discontentment on the part of the faculty to the efforts exerted to enhance job performance because of less rewards and benefits received though they performed better in their job. Financial Security. As reflected on Table 2.2, the highest obtained mean score was 3.5 on the statement, “The teacher’s salary can well provide the basic needs of the family” interpreted as “favorablequot;
. However, the lowest obtained mean score was 2.892 on the statement, “Teachers can well afford to go on field trips, educational tour and other related school activities” interpreted as “slightly favorablequot;
. The overall mean score was 3.181, interpreted as “slightly favorablequot;
. These findings would mean that although the faculty can provide the basic needs of the family, they felt short in meeting higher needs like their personal and professional upliftments as well as those of the members of the family. Table 2.1. Perceptions on the Job Related Factors in Terms on Rewards and Benefits REWARDS AND BENEFITSMeanInterpretationThe school has a good system of awarding educational grants to teachers.3.0Slightly FavorableA system of rewards and incentives are given after each successful school activities3.237Slightly FavorableThe school has a good system of identifying people to be sent in trainings and seminars.3.108Slightly FavorableA job well done is well compensated.3.026Slightly FavorableThe better the teacher performs the more rewards and benefits the teacher receives.2.947Slightly FavorableOver All Mean3.064Slightly Favorable Table 2.2. Perceptions on the Job Related Factors in Terms of Financial Security FINANCIAL SECURITYMeanInterpretationThe teacher’s salary can well provide the basic needs of the family.3.5FavorableThe teacher’s need for salary increase is reasonably met.3.378Slightly FavorableTeachers can well afford to go on field trips, educational trips and other related school activities.2.892Slightly FavorableTeachers have enough resources for the family’s pursuit of higher education.3.079Slightly FavorableTeacher’s financial security is at par with other respected members of the community.3.054Slightly FavorableOver All Mean3.181Slightly Favorable Physical Environment. As shown in Table 2.3, the highest obtained mean score was 3.921 on the statement, “The school site is ideally located in relation to school thrusts.” interpreted as “favorablequot;
. Nevertheless, the lowest mean score obtained was 2.676 on the statement, “There are enough tools and materials for shop use.” interpreted as “slightly favorablequot;
. The overall mean score was 3.14 interpreted as “slightly favorablequot;
. The result revealed that the faculty felt that the university is strategically located in relation to program offerings of the university. The area of this site met the requirements of the kind of program and curricular offerings in the university. However, lack of tools and materials was still a perennial problem faced by faculty. Rooms were not well furnished; ventilated and lighted which are not conducive for better learning of the students. Social Environment. As revealed in Table 2.4, the statement “There is a pleasant working relationship among employees” got the highest mean score of 3.684 interpreted as “favorablequot;
. The lowest mean score of 2.868 was on the statement, “Administrators show concern for the teachers’ welfare” interpreted as “slightly favorablequot;
. The overall mean score of 3.174 was interpreted as “slightly favorablequot;
. Although there was a favourable working relationship among employees because they understood clearly their roles and responsibilities, faculty were uncertain about administrators’ concern to employees’ welfare. Faculty were also indecisive if the authorities observed fairness in giving assignments. School Social Services. As reflected on Table 2.5, the highest mean score obtained was on the statement, “Nutritious meals and snacks are available in the canteen Table 2.3. Perceptions on the Job Related Factors in Terms of Physical Environment PHYSICAL ENVIRONMENTMeanInterpretationThe school site is ideally located in relation to the school thrusts.3.921FavorableShop facilities and equipment are available for shop use.3.378Slightly FavorableClassrooms are well furnished, well lighted and well ventilated.2.919Slightly FavorableThere are enough tools and materials for shop use.2.676Slightly FavorableTeaching methods and strategies can be varied because of enough laboratory rooms, school grounds & facilities for scientific as well as for sports & socio cultural activities.2.947Slightly FavorableOver All Mean3.14Slightly Favorable at affordable prices” with a value of 3.789, interpreted as “favorablequot;
. The lowest mean score obtained was 2.947 on the statement, “The guidance services of the school updates teachers with the students behaviour and guidance needs.” interpreted as “slightly favorablequot;
. The overall mean score was 3.179, interpreted as “slightly favorable”. The result implied that the faculty has no problem at all with regards to meeting their need for food because it is already available at canteens for affordable prices. However, it can be noted that although functional, the library services was not fully utilized at the maximum as perceived by the faculty. Moreover, guidance services have less updates concerning the students behaviour and guidance needs. Table 2.4. Perceptions on the Job Related Factors in Terms of Social Environment SOCIAL ENVIRONMENTMeanInterpretationThere is a pleasant working relationship among employees.3.684FavorableAdministrators show concern for the teacher’s welfare.2.868Slightly FavorableFairness in giving assignments is observed by authorities.2.974Slightly FavorableEverybody’s role & responsibilities are clearly understood.3.210Slightly FavorableThe school environment encourages one to do best in his/her assigned tasks.3.132Slightly FavorableOver All Mean3.174Slightly Favorable Table 2.5. Perceptions on the Job Related Factors in Terms on School Social Services SCHOOL SOCIAL SERVICESMeanInterpretationThe teacher has lesser worries with regards to meeting other needs in school because these are facilitated by the school through the different authorities concerned.3.0Slightly FavorableLibrary services are used to the maximum through the systematic procedure used.3.026Slightly FavorableOffice personnel are approachable and accommodating.3.132Slightly FavorableNutritious meals and snacks are available in the canteen at affordable price.3.789FavorableThe guidance services of the school update teachers with the students behaviours and guidance needs.2.947Slightly FavorableOver All Mean3.179Slightly Favorable Table 3. Perception of the Faculty as to Motivational Factors and Maintenance Factors MOTIVATIONAL FACTORSMeanInterpretationGrowth Opportunity4.114Favorable Job Security3.949FavorableOpportunity for Promotion3.710FavorableRecognition from Others3.321Slightly FavorableResponsibility in the Job4.166FavorableOverall Mean3.852FavorableMAINTENANCE FACTORSRewards and Benefits3.064Slightly FavorableFinancial Security3.181Slightly FavorablePhysical Environment3.140Slightly FavorableSocial Environment3.174Slightly Favorable School Social Services3.179Slightly FavorableOverall Mean3.147Slightly Favorable Table 3 shows the summary of the identified job related factors considered in this study as perceived by the faculty in the College of Engineering. As shown above, under motivational factors, responsibility in the teaching job got the highest mean score of 4.166 interpreted as “favorablequot;
, while recognition from others got the lowest mean score of 3.321, interpreted as “slightly favorablequot;
. The overall mean score was 3.852, interpreted as “favorablequot;
. On the other hand, among the maintenance factors, financial security got the highest mean score of 3.181 interpreted as “slightly favorablequot;
while rewards and benefits got the lowest mean of 3.064 interpreted as “slightly favorablequot;
. The overall mean score was 3.147, interpreted as “slightly favourable”. It can be compared from the two general factors; the faculty in the College of Engineering were more satisfied in the job on motivational factors rather than maintenance factors. The overall response of the faculty to the motivational factors was favorable, as compared to maintenance factors wherein the overall response of the faculty was slightly favorable only. The difference between the two mean was 0.705, which is comparatively large. Chapter V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This part of the study presents the summary of the research, the findings obtain from the data collected, the conclusions arrived at and the proposed recommendations. Summary It was the concern of the study to determine the perception of the faculty in the College of Engineering of Eastern Visayas State University to the identified job-related factors. Specifically, this study sought to answer the following questions: ,[object Object], 1.1 Growth Opportunity 1.2 Job Security 1.3 Opportunity for Promotion 1.4 Recognition from Others ,[object Object]

What are the perceptions of the faculty in terms of the following maintenance factors?2.1 Rewards and Benefits 2.2 Financial Security 2.3 Physical Environment 2.4 Social Environment 2.5 School Social Services 3. What intervention scheme that could be proposed based on the findings of the study? There was only one assumption considered in the study that was, all the identified job related factors as to motivational factors and maintenance factors were perceived as “very favorable” by the faculty. The respondents involved in this study were the full time/regular teaching employees of the different departments in the College of Engineering. The total population of the faculty was 59.Getting the sample size, with 5% error, the sample group or the number of respondents was composed of 52 faculties. The study used a descriptive method of research using the questionnaire as the basic instrument to elicit the responses relative to the perception of the respondents to the identified job related factors. This study employed a constructed questionnaire from the previous researcher with some revisions and modifications. The questionnaire was made up of two parts. Part I gathered some of the personal information of the teacher respondents such as name, gender, and present position/assignment. Part II of the questionnaire contained items that gather information on the main problem of the study; these were the motivational factors and maintenance factors. The data collected were clearly arranged, tabulated, organized and treated statistically for systematic analysis and interpretation. To determine the level of perception of the faculty, the formula for the mean was used. Findings The data gathered through the survey questionnaire revealed the following findings: ,[object Object]

Job Security yielded an overall mean score of 3.949 interpreted as “favorable”.

Opportunity for Promotion, with an overall mean score of 3.540, was perceived by the faculty as “favorable”.

Recognition from Others was perceived by the faculty as “slightly favorable”, with an overall mean score of 3.321.

Responsibility in the Teaching Job of the faculty got an overall mean score of 4.166, interpreted as “favorable”.

Rewards and Benefits was perceived as “slightly favorable” by the faculty with an overall mean score of 3.064.

Financial Security of the faculty yielded an overall mean of 3.181, perceived as “slightly favorable”.

Physical Environment of the University was perceived by the faculty as “slightly favorable” with an overall mean score of 3.14.

Social Environment yielded an overall mean score of 3.174, perceived as “slightly favorable” by the faculty.

School Social Services with an overall mean score of 3.179 was perceived as “slightly favorable” by the faculty.

The overall mean score for the motivational factors was 3.852, perceived as “favorable” while maintenance factors have a mean of 3.147, perceived as “slightly favorable”. The difference between the mean was 0.705, which is comparatively large.Conclusions The following conclusions can be drawn based on the findings of the study: ,[object Object]

Faculty were very much secured in the job. They were able to learn and develop skills and gain more knowledge in the job. They were also given the freedom in accomplishing their job. Moreover, faculty felt satisfied in the promotion system implemented in the University because of their favorable response.

Faculty are not recognized well from higher authorities of the University for the job well done.

A system of rewarding teaching employees in the University for educational grants/scholarship, and to be sent training and conferences were not observed well by the authority or school management.

Financial security of the faculty was found to be insufficient for their financial needs. Although they can provide for the basic needs of the family, they felt short in providing all other needs.

The school was ideally located in relation to curricular offerings, however, there is a need for more tools and materials provision, as well as, renovated classrooms with good lighting, well furnished, and well ventilated.

Administrators were found to have less concern on the teachers’ welfare. Fairness in giving assignments is not observed well by authorities.

Library services in the university need to be upgraded with a systematic procedure to use so that faculty can well utilize the services to the maximum. Guidance services office was found to have less updates on students’ behaviour as well as their guidance needs.Recommendations The following recommendations can be drawn in this study: ,[object Object]

The management should always motivate the faculty for better job performance by upgrading all the motivational factors that were found in the job. Once the faculty meet these needs, they will feel satisfaction in the job, otherwise, no satisfaction.

The school management should always consider giving recognitions to deserving faculty for the accomplishments and job well done. The university shall establish a Recognition Day for the faculty every school year. Certificate, plaques or awards of recognition could be given to them as a means of acknowledging them.

The school management must strictly observed the Implementing Guidelines on Incentives and Rewards System under Republic Act 6713 for awarding scholarship grants to deserving faculty, bonuses, and others. Likewise, it must also have a systematic procedure in selecting faculty to be sent on trainings and conferences.

The school shall provide financial assistance to faculty for school related activities like fieldtrips, educational tour, etc. Credit cooperative for the faculty/employees must be strengthened and functional so that it can provide financial assistance to the faculty. The faculty can invest their loans acquired to finance a business for additional income.

The school management must respond immediately to the need of the faculty (and students) for a better environment by renovating the classrooms through providing ceiling fans/air conditioners, repainting the walls, adequate lighting, new armchairs, and many others. Likewise, tools and materials necessary for laboratory activities and shop use must be provided immediately for maximum use of the faculty and students.

The school management, through its Dean and Head, should be more cautious in giving assignments to its subordinates, to avoid conflicts. Moreover, they should also be more concern on the welfare of its subordinates by providing all their necessities in the conduct of their job, listen to their suggestions/comments/opinions/sentiments related to their job, assist the faculty by providing solutions/immediate actions to problems encountered by the faculty, etc.

The library must utilize and strictly observe a systematic procedure for maximum use of the faculty and students. They must also upgrade all its books/references by procuring new books for the applicability of the current generation. Likewise, the guidance services office must upgrade always the status of the students’ behaviour and guidance needs so that teachers will be guided in dealing with their students.

Future researches are encouraged to conduct the same study dealing the entire faculty in the University, not only in a specific college or department, to come up with programs, policies and guidelines applicable to entire faculty in the University.INTERVENTION SCHEME FOR A FACULTY DEVELOPMENT PROGRAM RATIONALE Based on the results of the study, the faculty in the College of Engineering felt satisfied in the job on the motivational factors such as the opportunity for growth and promotion, job security and their responsibility in the job, however, a considerable dissatisfaction on the area of recognition and on the maintenance factors like the system of rewards and benefits, financial security, physical environment, social environment and school social services. The intervention scheme is geared towards improving the performance of the faculty as they feel satisfaction based on the different job related factors that are influential to them for their work effectiveness in order to increase the institutional effectiveness. The intervention scheme will focus mainly on the factors where the faculty felt less satisfied. II. OBJECTIVES The intervention scheme presented in matrix form in the following page outlines the different aspects of the scheme which would serve as ready reference for the school management, Dean of the College of Engineering and the Heads of every department to improve the performance of the faculty. After the implementation of the intervention, it is expected that: 1. The faculty will be satisfied on the following factors: a. recognition system b. rewards and incentives system c. physical environment d. school social services e. financial security f. social environment 2. The faculty will be motivated enough to perform their job and exert more efforts to accomplish the goals and objectives of the institution. 3. The faculty will be effective in their pursuit to deliver quality education to its students. TABLE 4An Intervention Scheme for a Faculty Development ProgramAreas of ConcernObjectivesStrategies/ProceduresTime FramePersons InvolvedSuccess IndicatorImplementation of Recognition Program a. To recognize faculty in the college for their accomplishments b. To motivate faculty to perform their job effectively, exert more efforts to acquire accomplishment in the field relevant to the attainment of the mission and vision of the Universityc. To satisfy recognitionneeds of the faculty, creates positiverecognition experience.a. Form a committee in the college responsible for the recognition program, spearheaded by the Dean of the college.b. Identify the different accomplishments of the faculty under the college, and make a summary report of these accomplishments.c. Develop criteria and identify what corresponding recognitions are to be given, such as awards of excellence, exemplary attendance, etc. in a form of a token, plaque or certificate.d. Conduct a Recognition Day every end of the school year exclusively for the faculty.e. Evaluate the significance of the recognition program through interview and survey to the faculty.Beginning of the school yearEvery end of the semester3rd week of March4th week of MarchDean and HeadsRecognition committee A satisfied faculty for the recognition received.Rewards and Incentive Programa. To awards faculty for their merit accomplishments in a form of compensation like bonuses, scholarship grants, vacation leave, etc.b. To motivate and encourage faculty to successfully accomplish their tasks, projects, activities, etc.a. Identify the criteria of the program based on the Implementing Guidelines on Incentives and Rewards System under Republic Act 6713 for giving rewards and incentives to faculty.b. Inform the faculty about the criteria of the program and require them to submit the necessary documents.c. Evaluation of the documents based on the criteria and identify deserving faculty to receive the rewards or incentives.Whole year roundHuman Resource Officea. A satisfied and fully motivated faculty. b. A successful rewards and incentive program.Trainings and Conferencesa. To send faculty to trainings, conferences and seminars, locally and abroad.b. To provide wider knowledge to the faculty about the concept of the training.a. Identify prospective faculty to be sent to trainings.b. Evaluate the relevance of the training in their field of specialization.b. Allocate budget needed for the training like transportation expenses, registration fee, etc.Whole year roundDean and Head Faculty attended trainings, seminars, conferences and gain wider knowledge based on the training.Acquisition of tools and materials;facilities and equipmentsa. To provide necessary tools and materials for shop use and laboratory use.b. To provide the facilities and equipments needed.a. Make an assessment on the status of the tools and materials; equipments and facilities.b. Identify the tools and materials unavailable and those that need replacement.c. Identify the facilities that needs renovation like classrooms, comfort rooms, and equipments neededd. Allocate budget necessary for the acquisition of all the needed tools, materials, facilities and equipments.e. Procure those things at lower cost but with high quality for longer use.Whole year roundDeanLaboratory In-chargesProvision of all the needed materials, tools, equipments and facilities for school use.Systematic Procedures in Library Servicesa. To provide an easy and fast access of the faculty in the library for maximum use.b. To create a better learning environment for research, study and other related activities of faculty.a. Evaluate the current systematic procedure used in the library.b. Identify the possible problems and areas that need improvements.c. Plan for strategies to improve the current systematic procedures used in the library services. d. Acquire new books and other references related for the current trends.Whole year roundUniversityLibrarian;Library personnelImproved procedure used in the library and acquisition of new references.Updates of Guidance Services on Students Behaviora. To provide an update of the behavior and status of student in the university to the faculty.a. Conduct evaluation of the student’s behavior and attitudes in the university.b. Provide information about the student’s behavior to the respective department where the student belong. Whole year roundGuidance CounselorA well informed teacher on the behavior of its students. BIBLIOGRAPHY A. BOOKS Aquino, Gaudencio. Fundamentals of Efficient Teaching. Manila: Rex Bookstore, 1974. Bohlander, G., Snell, S., & A, S. Managing Human Resources. South-Western College Publishing. 2001 Caroll, Herbert. Mental Hygiene. New Jersey: Prentice Hall, Inc., 1974. Cassette, William B. Administering the School Personnel Program. New York: The McMillan Book Company, Inc., 1962. Herzberg, Frederick. Work and Nature of Man. New York: World Publishing, 1966. Juscius, Michael. Personnel Management. Tokyo, Japan: Toppan Company Ltd. Maslow, Abraham, Motivation and Personality (New York: Harper and Row, 1954. Redona, Jaime. Moving Forward in Education. QC: Kayumanggi Press, 1966. Reitz, Joseph. Behavior in Organization. Revised Edition. USA: Richard D. Irwin, Inc., 1981. Robinns, S. P., & Coulter, M. Management (international edition no 7 ed.). Prentice Hall Inc, 2005. Stinnette, T.M. and A.J. Hugette. Professional Problems of Teachers. New York: McMillan Book Company, 1963. B. JOURNAL Fuhrmann, T. D.. Motivating Employees. Advances in Diary Technology, 2006. Maslow, Abraham. “A Theory of Human Motivation”. Psychological Review. Vol. 50. New York: Harper and Row, 1970. Ofoegbu, F. I. Teacher Motivation as an Essential Factor for Classroom Effectiveness and School Improvement. College Student Journal.Department of Educational Administration and Foundations, University of Benin, Benin City, Nigeria, 2004. Photanan, T. Human Resource Focus. Bangkok: Innographics Ltd., 2004. Tortose, Rizalina. “Teachers Job satisfaction: Its Relation to Effective System for Teachers, Vol. 6:3, Nov. 1980, No. 9, pp. 459-563. C. UNPUBLISHED MATERIALS Arseno, Rosario, “Job Satisfaction and Job Effeciency of General Radio Communications Operator graduates from Schools of Region VIII”. (Unpublished Doctors Dissertation, LIT Tacloban City, 1994) Bartolome, Jean Leah.”Factors Affecting the Job Performance of Teachers in National Vocational Schools in Biliran”. (Master’s Thesis. LIT Tacloban City, 1998.) Espinosa, Oscar.”Factors Affecting Job Performance of Teachers in Agricultural Schools of Eastern Samar”. (Doctoral Dissertation, LIT Tacloban City, 1985.) Legaspi, Lolita. “Job Satisfaction among Public School Elementary Teachers in Selected School Districts of Division of Leyte>” (Unpublished Masters Thesis, LIT 1992) APPENDICES A. Letter Request to Conduct Survey Republic of the Philippines Eastern Visayas State University Tacloban City November 2010 DANILO B. PULMA, DM Dean, College of Engineering Eastern Visayas State University Tacloban City Sir: The undersigned is a fourth year student of Bachelor of Science in Industrial Engineering and is currently conducting an undergraduate research entitled “Factors Correlates the Performance of the Faculty in the College of Engineering” as requirement for the subject IE 423 (Methods of Research 2). In this connection, may I request from your good office a permission to conduct a survey and field the questionnaire to the faculty in the different departments of the college, which may facilitate my research. Hoping for your kind support to the study. Thank you! Very truly yours, (Sgd.) SIEGFRED E. BRAZAS Researcher Approved: (Sgd.) DANILO B. PULMA, DM Dean, College of Engineering B. Letter Request to Conduct Dry-Run Republic of the Philippines Eastern Visayas State University Tacloban City November 2010 ANDRES ABUSMAN, uap Dean, College of Architecture and Allied Discipline Eastern Visayas State University Tacloban City Sir: The undersigned is a fourth year student of Bachelor of Science in Industrial Engineering and is currently conducting an undergraduate research entitled “Factors Correlates the Performance of the Faculty in the College of Engineering” as requirement for the subject IE 423 (Methods of Research 2). In this connection, may I request from your good office a permission to conduct a dry run to the faculty in your college in order for me to determine the possible problems and difficulties that the respondents may encounter in accomplishing the questionnaire which will serve as a basis for refinement and improvement of the research instrument. Hoping for your kind support to this study. Thank you! Very truly yours, (Sgd.) SIEGFRED E. BRAZAS Researcher Approved: (Sgd.)ANDRES ABUSMAN, uap Dean, CAAD C. Letter to the Respondents Republic of the Philippines Eastern Visayas State University Tacloban City Dear Respondents, This study entitled “Factors Correlates the Performance of the Faculty in the College of Engineering” is being undertaken by the undersigned for an undergraduate research. This study expects to determine the factors that will affect the performance of the teachers. For the realization of this goal, your kind cooperation in answering this questionnaire is humbly requested. All responses will be held confidential and your identity will not be disclosed. Thank you very much. Respectfully yours, SIEGFRED E. BRAZAS Researcher Noted by: ENGR. LEONORA N. MANCIO Instructor D. SURVEY QUESTIONNAIRE Part I. Background Information Name (Optional):_________________________ Gender: _____________ Present Position: _________________________ Dept.: _______________ Part II. Perceptions on the Job Related Factors Instruction: Below are factors that surround the teachers in the performance of the teaching job. Please check in the column the degree to which you agree or disagree to each of the items. Legend: 5-Strongly Agree 4-Agree 3-Undecided 2-Disagree 1-Strongly Disagree JOB RELATED FACTORS54321I. GROWTH OPPORTUNITYTeachers acquire the opportunity to learn and develop skills and abilities relevant to the job.Teacher’s opportunity to have self-development is met.Gain more knowledge in the teaching profession.Teachers have the chance to adjust when errors are committed.Energized by opportunities to spend time with and learn from colleaguesII. JOB SECURITYThe teacher is satisfied with the present position/assignment.Present position/assignment is interesting and enjoyable.The teacher feels secured in the present position.Teachers feel high morale because of job security.The job directly related to the degree finished and is easy to handle.III. OPPORTUNITY FOR PROMOTIONPromotion is based on merit accomplishment.Better job performance corresponds to greater promotion opportunities.There is a fair promotion decisions.Teachers are informed on the bases for promotion.Promotion comes from within rank and file.IV. RECOGNITION FROM OTHERS54321Teachers receive due recognition in every accomplishment.Teachers have equal chance of being recognized from the higher authority.Teachers receive positive feedback and praise for the job well done from colleagues.Teachers receive certificates/plaque/award for every accomplishment.Teachers feel full support from the higher authority and colleagues because of recognition receivedV. RESPONSIBILITY WITH THE TEACHING JOBTeachers do their job responsibly and in the best way they could.Teachers do their job independently.Teachers can use their own initiatives in the teaching profession.The responsibility they are holding does not hinder their personal life.Teachers have the autonomy in the job. They can do what is best for the job.VI. REWARDS AND BENEFITSThe school has a good system of awarding educational grants to teachers.A system of rewards and incentives are given after each successful school activitiesThe school has a good system of identifying people to be sent in trainings and seminars.A job well done is well compensated.The better the teacher performs the more rewards and benefits the teacher receives.VII. FINANCIAL SECURITYThe teacher’s salary can well provide the basic needs of the family.The teacher’s need for salary increase is reasonably met.Teachers can well afford to go on field trips, educational trips and other related school activities.Teachers have enough resources for the family’s pursuit of higher education.Teacher’s financial security is at par with other respected members of the community.VIII. PHYSICAL ENVIRONMENTThe school site is ideally located in relation to the school thrusts.Shop facilities and equipment are available for shop use.Classrooms are well furnished, well lighted and well ventilated.There are enough tools and materials for shop use.Teaching methods and strategies can be varied because of enough laboratory rooms, school grounds & facilities for scientific as well as for sports & socio cultural activities.IX. SOCIAL ENVIRONMENTThere is a pleasant working relationship among employees.Administrators show concern for the teacher’s welfare.Fairness in giving assignments is observed by authorities.Everybody’s role & responsibilities are clearly understood.The school environment encourages one to do best in his/her assigned tasks.X. SCHOOL SOCIAL SERVICESThe teacher has lesser worries with regards to meeting other needs in school because these are facilitated by the school through the different authorities concerned.Library services are used to the maximum through the systematic procedure used.Office personnel are approachable and accommodating.Nutritious meals and snacks are available in the canteen at affordable price.The guidance services of the school update teachers with the students’ behaviours and guidance needs. 1784787-79156 SIEGFRED ENRIQUE BRAZAS PERSONAL BACKGROUND Date of Birth: January 04, 1991 Place of Birth: Pob. Dist. 2, Silago, Southern Leyte Age: 20 years old Civil Status:Single Gender:Male EDUCATIONAL BACKGROUND Tertiary:Eastern Visayas State University, Tacloban City Bachelor of Science in Industrial Engineering DOST SEI Scholar June 2007 – Present Secondary:Silago National Vocational High School Silago, Southern Leyte Salutatorian June 2003 – March 2007 Elementary:Silago Central Elementary School Silago, Southern Leyte 3rd Honorable Mention June 1997 – March 2003 TRAININGS/SEMINARS ATTENDED Seminar – Workshop in Safety Management: Basic Safety Procedures in High Risk Activities in IndustriesErgonomics Laboratory, Eastern Visayas State University, Tacloban CityMarch 03, 2011 Title: Venue: Date: Venue: Seminar – Workshop in Safety Management: Disaster Prevention and MitigationErgonomics Laboratory, Eastern Visayas State University, Tacloban CityMarch 04, 2011Seminar – Workshop in Supply Chain ManagementErgonomics Laboratory, Eastern Visayas State University, Tacloban CityMarch 08, 2011Seminar – Workshop in Monodzukuri Management SystemErgonomics Laboratory, Eastern Visayas State University, Tacloban CityMarch 11, 2011 Title: Venue: Date: Title: Venue: Date: Title: Venue: Date: COMPUTER SKILLS Proficient in MS Word, Excel and PowerPoint applications. CONTACT INFORMATION V.P. Tomol St., Poblacion District 2, Silago, Southern Leyte 6607282 – E Sta. Cruz St., Brgy. 44, Quarry District, Tacloban City 6500NONE0926-484-4248 (TM)0921-710-4139 (Smart)siegfred_04289@yahoo.com Home Address: Current Address: Phone Number: Mobile Number: Email Address: In the study of Pareja12, about the instructional performance of faculty members in institutions of higher learning in Region 8, he observed that age significantly affects performance. This means that the older the faculty members become, the less effective they become in teaching. This was further observed by the study of Abadilla and Bautista. Abadilla13 observed that age affects the performance of teachers. Some teachers become slower and less adaptable as they grow older but they try to compensate for these deficient by improving on their dependability, stability and attendance. ______________________________________10Herbert Caroll. Mental Hygiene. New Jersey: Prentice Hall, Inc., 1974, p. 8511T.M. Stinnette and A.J. Hugette. Professional Problems of Teachers. New York: McMillan Book Company, 1963, p. 24312Buenavida A. Pareja.”Effects of Employment Status, Teacher and School Related Variables in Instructional Performance of Faculty Members in Institutions of Higher Learning in Region VIII”. An Unpublished Dissertation. LNU, Tacloban City, 199713Jorge F. Abadilla.”Program Effectiveness of Three Government Technological Institute of the Philippines”. An Unpublished Doctoral Dissertation. TUP, Manila, 1989. 14Nicolas R. Bautista.”Effects of Levels of Graduates Education on Performance in Instruction, Research and Extension Services”. An Unpublished Dissertation, LNU Tacloban City, 1995.14According to Bautista14, in his study on the performance of the faculty members in instruction, research and extension services, the older the teacher, the more aloof he is to his students. Conversely, the younger he is, the closer he is to his students. Another study considered to bear relationship with the present study is the study of Rona15, on job performance efficiency of vocational agriculture teachers in Leyte. Rona’s findings emphasized that working conditions, shop rooms, shop facilities were significantly correlated with the vocational teachers’ performance and that workload and tenure of appointment were promising. In separate studies of Sison16 and Espinoza, stressed that age and sex bear no significant relationship with the teachers’ performance ratings. The two studies also pointed out that experience on the job or length of service bears a slight to highly significant relationship to teacher’s performance of the job. Espinoza17 further found that the factors of job performance that revealed a high significant relationship with high performance ratings of the respondents were job security, opportunity for promotion, social recognition and retirement benefits; financial security, unwarranted contribution, various school activities and school environment were highly significant towards the low performance ratings of teachers. ______________________________________15Manuel S. Rona.”Job Performance Effeciency of Vocational Agricultural Teachers in Leyte”. An Unpublished Master’s Thesis. LIT Tacloban City, 198716Flordeliza M. Sison.”Job Performance of Non-formal Coordinators of School Districts in North-western Leyte and Its Impact on Literacy Program”. An Unpublished Master’s Thesis, LNU Tacloban City, 2000.17Oscar Espinosa.”Factors Affecting Job Perfomance of Teachers in Agricultural Schools of Eastern Samar”. An Unpublished Doctoral Dissertation, LIT Tacloban City, 1985.18Jean Leah Bartolome.”Factors Affecting the Job Performance of Teachers in National Vocational Schools in Biliran”. An Unpublished Master’s Thesis. LIT Tacloban City, 1998.According to Bartolome18, in her study on the performance of faculty members in vocational schools in Biliran, stressed out that educational attainment, job security and physical environment were found to bear significant relationship with the teachers’ job performance. On the other hand, there are no significant relationships between ages, sex, civil service status, present position/assignment, financial security, length of service, opportunities of promotion, rewards and benefits, social environment, school prestige and the school social services to teacher’s job performance.

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