Chapter 2 Review of Related Literature and Studies This chapter is a survey of related studies was undertaken by the researchers

to get an insight into the work that has already been in the field of this study and also to get suggestion regarding the ways and means for the collection of relevant data and interpretation of results. It also guides the researchers on how he will create conceptual framework they can use for their current study. The studies reviewed are mainly on the motivation of teachers in educating students. The available literature related to the present research work has been reviewed and presented under three heads viz. (i) Foreign Literature (ii) Local Literature (iii) Conceptual Framework Foreign Literature Many factors have been examined in an attempt to find which ones promote teacher motivation. Pay incentives have been found to be unsuccessful in increasing motivation. In their study of 167 teachers, Sylvia & Hutchinson (1985) concluded: Teacher motivation is based in the freedom to try new ideas, achievement of appropriate responsibility levels, and intrinsic work elements. Based upon our findings, schemes such as merit pay were predicted to be counterproductive. They explain that true job satisfaction is derived from the gratification of higher-order needs, social relations, esteem, and actualization rather than lowerorder needs. Indeed, Rothman (1981) contrasts the security and financial motives for entering teaching during the depression years with presentday idealistic and intellectual convictions, especially because other professions pay equally well or better. The conclusion of Greenwood & Soars (1973) that less lecturing by teachers and more classroom

discussions relates positively to teacher morale further supports the importance of higher-order needs. The results of another study involving teachers in small independent school districts demonstrated that high levels of interaction within the faculty group, as determined by responses to questions on the Halpin & Croft Observation Climate Description Questionnaire, correlated significantly with higher pupil reading scores on the California Achievement Test (Jordan, 1986). It is likely that high levels of teacher social interaction on the job are linked to high motivation levels; thus, the possibility that enhanced levels of teacher motivation will lead to superior student achievement cannot be dismissed.

Local Literature This study investigates the relationship between motivation and the teaching performance of midcareer teachers in Alubijid District, Alubijid Misamis Oriental, Philippines. This study aimed to determine the level of motivation of midcareer teachers in terms of advancement opportunities, self-esteem and recognition. The obtained overall mean for teacher motivation is 4.30 or Very High with a standard deviation of .52266, and with a coefficient variance of .1215. The professional advancement obtained a mean score of 4.31 or Very High, with a standard deviation of .56162, and with a coefficient variance of.1303; self-esteem obtained 4.35 or Very High with a standard deviation of .59712, with a coefficient variance of .1373; and recognition obtained 4.24 or Very High with a standard deviation of .66243, and with a coefficient variance of .1562

Data analysis shows that the motivation among the midcareer teachers is far above the expected level. It implies that the respondents are very highly motivated by their school administrators in terms of professional advancement, self-esteem, and recognition. It also implies that the midcareer teachers are given opportunities to attend retooling programs, workshop seminars, and upgrading. It further implies that the midcareer teachers are respected and valued as persons by their administrators in terms of their beliefs, school concerns and issues. It also implies that the midcareer teachers contributions to the school are recognized by their school administrators. Reis et al (2000) and Ryan (1995) supports the findings of this study that the motivation promotes the psychological well-being of midcareer teachers and allows best possible performance. Joyce and Showers (2002) cautioned that midcareer teachers are prone to de-motivation which results in boredom, complacency, and loss of challenge and eventually causes poor performance. In contrast, the findings of this study reveal that the midcareer teachers are very highly motivated by their administrators in terms of professional advancement, self-esteem and recognition.

CONCEPTUAL FRAMEWORK

Independent: High level of social interaction, Recognition, Official Award, Need for Achievement, Highly respected by Administrators and Students, Academic Freedom, Job Security Intervening: Motivation of teachers Dependent: Job satisfaction

( PAKI DIAGRAM NAMAN KASI DI AKO MARUNONG, MARAMING SALAMAT)

References:
http://www.oxfamnovib.nl/Redactie/Downloads/English/SPEF/28124%20Teacher%20Motivation%20Report.pdf

E-jornal: (journal og undergraduate sciences) http://www.hcs.harvard.edu/~jus/0303/bishay.pdf Teacher Motivation and Job Satisfaction: A Study Employing the Experience Sampling Method by Andre Bishay Page147

[[Motivation and Performance of Midcareer Teachers as Perceived by Themselves in Alubijid District, Alubijid, Misamis Oriental,thePhilippines By Rey Conrad J. Galarrita and Dr. Edgar B. Eleguen Page926 http://gsbooks.gs.kku.ac.th/55/cdgrc13/files/hmo7.pdf ]]

CAS : RESPONDENTS: 11 1) Faculty Harmony Friendly Helpful Belong Resemble 5 8 8 8 6 4 3 3 3 5 6 4 3 2 1

2) Admin. Award Financial Masters Discounts Academic

5 3 1 2 2 4 5 4 5 7 5

4 3 2 2 2 2

3 4 2

3) Students Respect Family Obedient Discussion Stress

5 6 4 2 4 6 8 5 5

4 1 1 4 3

2 1 1 1 1

1 2

4) Personal Satisfaction Achievement Career Security Passion

5 10 9 7 4 7 1 2 4 5 4

CITHM : RESPONDENTS: 3 1) Harmony Friendly Helpful Belong resemble 5 2 2 3 2 2 2 2 1 1 1 4 3 2 1

2) Award Financial Masters Discount academic

5 1 1 1 1 1 1 1

4 1 1 1

2 1 1 1 1

3) Respect Family Obedient Discussion stress

5 1 2 1 2 1 1

1 1

4) Satisfaction Achievement Career Security passion

5 1 2 1 1 1 1 2

4 1

BSBA: RESPONDENTS: 1 1) Harmony Friendly Helpful Belong resemble 5 1 1 1 1 1 4 3 2 1

2) Award Financial Masters Discount academic

5 1 1 1 1 1

3) Respect Family Obedient Discussion stress

5 1 1 1 1 1

4) Satisfaction Achievement Career Security passion

5 1 1 1 1 1