Work motivation and organizational commitment of Kindergarten teachers for a program to enhance productivity / Myra D. Ching. 6

Thesis (Ph.D.)-- Pamantasan ng Lungsod ng Maynila, 2017.;A dissertation presented to the faculty of College of Education in partial fulfillment of the requirements for the degree of Doctor of Education major in Educational Administration. 56

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ABSTRACT: Teachers work motivation and organizational commitment and the main factors effecting the quality of education. If teachers have high work motivation and organizational commitment, they will do professional tasks to its optimal level and it has a great impact on achieving stability, reduce costly turnover, thus improving the quality of education. Generally, the study aimed to determine the level of work motivation in terms of the following dimensions: monetary aspect, organizational climate, employment status, interpersonal relationship, empowerment, recognition, growth and promotional opportunities and leadership. The study also aimed to determine the level of organizational commitment in terms of the following indicators : affective commitment, continuous commitment, and normative commitment. The research study specifically aimed to know if there is a significant difference in the work motivation of the kindergarten teachers when grouped according to socio-demographic profile; to know if there is a significant difference in organizational commitment of kindergarten teachers when grouped according to socio-demographic profile; to know if there is a significant relationship between work motivation and organizational commitment of kindergarten teachers and come up with a program to enhance productivity This study was conducted in six private schools with kindergarten. Samples of one hundred-twenty kindergarten teachers were taken by purposive sampling techniques. The data was collected by using questionnaire. The data was analyzed by using descriptive statistics. Analysis of Variance and Pearson r Correlation. The kindergarten teachers were moderately motivated and moderately committed to the school. Based on the analyses, it can be concluded that there was no significant difference in work motivation of kindergarten teachers in terms of monetary aspect and employment status when grouped according to age, civil status, educational attainment, length of service, and salary; no significant difference in work motivation of kindergarten teachers in terms of organizational climate when grouped according to civil status; no significant difference in work motivation of kindergarten teachers in terms of interpersonal relationship when grouped according to salary; no significant difference in work motivation of kindergarten teachers in terms of leadership when grouped according to age. Significant differences existed in work motivation in terms of empowerment, recognition, growth and promotional opportunities when grouped according to socio-demographic profile. There was no significant difference in organizational commitment interms of affective commitment of kindergarten teachers when grouped according to age, civil status, educational attainment and salary per month; no significant difference in continuance commitment of kindergarten teachers when grouped according to age; no significant difference in normative commitment of kindergarten teachers when grouped according to educational attainment and salary per month. Significant difference in organizational commitment existed when grouped according to the length of service. There was a very small positive correlation between work motivation and organizational commitment of kindergarten teachers. A significant relationship existed between work motivation and organizational commitment. Based on the findings, a proposed program to enhance productivity was made.

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