Achievement Motivation, Work Attitudes, and Performance of Master Teachers: Bases for the Development of Capability Enhancement Program

Abstract

Introduction

Research and studies on the work environment have been made to see its effect on the performances of teachers. Conversely, very few have been conducted among master teachers. To determine the factors that motivate them to become performing master teachers as well as improving their work attitudes and performance, some ways of getting feedback and comments necessary to constant appraisal have to be initiated. The success of pupils in achieving goals depends on the effectiveness of teachers particularly the master teachers. Thus, the present researcher decided to undertake this study to determine the level of achievement motivation, work attitudes and performance of public elementary school master teachers. Moreover, the result of this study served as a basis for the preparation of a capability enhancement program for master teachers.

Methods

The study employed the research and development (R and D) methodology in the development and validation of the Capability Enhancement Program for MasterTeachers. The research and development methodology is fundamentally a process intended to develop and validate educational output so that this can be utilized and extended over a wide area.

Results

The public elementary school master teachers are middle-aged, predominantly female, married, bachelors' degree holders and relatively young in their present position as master teachers agreed that they have a high level of achievement motivation; have favorable cognitive attitudes, favorable affective work values and have wholesome behavioral work attitudes. The teachers got the highest rating in their performance evaluation in terms of the pupils' academic achievement and obtain their lowest rating in terms of the provision of technical assistance to other teachers of the teaching staff. The teachers have a low level of performance in the following plus factors included in the criteria: conduct of action research; design evaluation and monitoring program; publications; and involvement as lecturer or consultant.

Discussions

Based on the results, intervention strategies were formulated and a Capability Enhancement Program (CEP) was prepared, validated and proposed to further strengthen the knowledge and skills of the master teachers. The CEP is valid as revealed by the highly satisfactory ratings given by the panel of validators. Hence, it can be utilized to further improve the performance of public elementary school master teachers.