INTRINSIC AND EXTRINSIC MOTIVATIONS OF SELECTED GENERAL DE JESUS COLLEGE FACULTY MEMBERS TOWARDS THEIR TEACHING PERFORMANCE

Abstract

Building on existing literature, this study examined the intrinsic and extrinsic motivations of General de Jesus College (GJC) faculty members and their implications for teaching performance. The research aimed to contribute to a deeper understanding of motivational dynamics within General de Jesus College and to provide actionable recommendations for fostering a motivated and high-performing faculty. This study employed a qualitative approach using a descriptive research design, focusing on the characterization of phenomena and their attributes. Purposive sampling was utilized to select faculty members from General de Jesus College who met specific criteria. Data were collected through face-to-face interviews using a semi-structured format, supported by audio recordings, to explore intrinsic and extrinsic motivations influencing teaching performance. The study focused on participants who were primarily aged 51 to 60, with a notable prevalence of female faculty members. Most participants had been teaching at the high school level for 20 to 40 years. The findings indicated that female teachers were more motivated than their male counterparts. The study further revealed that intrinsic motivations included passion for teaching, prior teaching experience, and the desire to impart knowledge to students. In contrast, extrinsic motivations centered on incentives such as salary and recognition. Intrinsic motivation, driven by student satisfaction and care, played a crucial role in teaching performance. However, extrinsic factors, particularly salary increases and recognition, also significantly influenced teaching performance, with many faculty members identifying these as primary motivators. The findings demonstrate that intrinsic motivations, such as passion for teaching, have a lasting impact on students’ growth and learning. Experienced educators contribute valuable knowledge, skills, and enthusiasm that enrich both the educational field and students’ lives. Additionally, the act of imparting knowledge and enthusiasm was found to be highly rewarding for educators. On the other hand, extrinsic motivations, particularly salary, also influenced teaching effectiveness, as financial compensation supports educators’ personal and family needs. Furthermore, recognition was shown to enhance teacher morale, motivation, and learning outcomes.