Motivation of High School Teachers, and its Effects on their Level of Performance and Turn-Over Rate

Abstract

Teachers’ motivation engenders both the desire to teach and one’s interpersonal style toward students. A teacher’s personal motivation revolves around the extent of psychological needs satisfaction experienced during the teaching, and it manifests itself in terms of teachers’ enthusiasm and job satisfaction. The study assessed teachers’ motivation, performance, and perception of turnover factors. The researcher used the survey and correlational designs. Based on the findings, most high school teachers are intrinsically motivated, while their motivation is minimal. This is a positive sign that most will readily respond to management efforts to motivate them. In addition, teachers’ performance can be greatly enhanced by diligent planning, clearly drawn objectives, and guided procedures that lead students to the desired results, the real evidence of overall intellectual development. Moreover, Laguna High School Teachers largely ‘agreed’ that the decision to quit or to stay on the job highly depends on the turnover factors: environment, fit, compensation, leadership, evaluation, and mentoring. It was recommended that since intrinsic motivation is high and amotivation is low among Laguna High School Teachers’, it is recommended that recruiters should watch out for these elements during job interviews. A more immediate post-recruitment focus should be placed on the turnover factors, a safe work environment, commensurate compensation, good leadership, job fit, retirement benefits, and a standardized evaluation framework. These could be occasionally tweaked for the optimal mix.