Motivational Factors in Pursuing Graduate Education Programs Among Teachers in Public Schools in Cardona, Rizal

Abstract

INTRODUCTION

The study aimed to determine the extent of motivational factors in pursuing graduate education program among teachers in selected public schools in Cardona, Rizal during the School Year 2017-2018. The respondents of the study were 125teachers pursuing graduate education in selected public schools. They were described in terms of age, sex, educational attainment and length of service. The descriptive survey research design was applied to utilize a researcher-made questionnaire-checklist as a tool in gathering the needed data. The instrument measured the extent of motivational factors in pursuing graduate education among teachers as perceived by themselves with respect to self-development, career enhancement, and promotion and recognition. Documentary analysis was also applied since the results of the Individual Performance Commitment and Review was used as a basis in determining teacher's performance.

METHODS

Descriptive Survey Research Design and Documentary Analysis

RESULTS

The study concluded that the socio-demographic data of the teacher-respondents are Significant to the diversity of their perceptions on the degree of motivational factors in pursuing their graduate education. The level of performance by teachers is Not Correlated to their perceived extent of motivational factors in pursuing graduate education.

DISCUSSIONS

The study revealed that more than half of the teacher-respondents are 21-30 years old and are mostly female. Many among them are not pursuing their graduate studies and have been in the service of teaching for less than a year. The extent of the motivational factor of self-development is perceived by the teacher-respondents to be Very Much; however, career enhancement and promotion and recognition are perceived to be Much. The test on the significant difference on the extent of motivational factors in pursuing graduate education among the respondents as perceived by themselves with respect to self-development, career enhancement, and promotion and recognition in terms of their profile age, sex, educational attainment and length of service rejected the null hypothesis. The level of performance by the teacher-respondents is mostly in the Very Satisfactory level as revealed by the results of their Individual Performance Commitment and Review.