Intrinsic and Extrinsic Motivation of Teachers in Pansin Elementary School as Related to Job Satisfaction towards a Policy Direction

Abstract

INTRODUCTION

Teacher motivation has become an important issue given their responsibility to impart knowledge and skills to learners so this study focused on three major purposes (1) to determine the teachers' intrinsic and extrinsic motivation, (2) to find out the relationship of their intrinsic and extrinsic motivation levels and their job satisfaction, (3) to propose a policy direction that would enhance teachers' motivation and job satisfaction.

METHODS

The study used a descriptive research design because of the nature of variables that were all at hand to produce data required for quantitative and qualitative analysis and allow a simultaneous description of views at any single point of time. Chi-square was used to find out the relationship between the intrinsic and extrinsic motivation of teachers to their job satisfaction.

RESULTS

This study examined the Intrinsic and Extrinsic Motivation of teachers as related to their Job Satisfaction. A total of 26 teachers from Pansin Elementary School participated in the study. With varying Positions, Highest Educational Attainment, and Length of Employment, the majority of the respondents have been working for over 2 years in the school studied. This implies that teachers were already acquainted with the motivators and were therefore expected to assess how such motivators had affected their job satisfaction. Consequently, some of the study findings agree with the conceptual framework that was developed to guide the study. The study found that motivation both intrinsic and extrinsic were necessary for the high level of job satisfaction of teachers. It was due to the obtained Chi-square of 5.43 that was higher than the critical value of 3.84 at 0.01 level of significance when intrinsic motivation and job satisfaction was computed. As well as the obtained Chi-square of 17.16 which was greater than the critical value of 9.49 at 0.05 level of significance when extrinsic motivation and job satisfaction was calculated.

DISCUSSIONS

The results confirmed that teachers have Satisfactory Intrinsic Motivation which suggests that their inducement from within adequately affects their behavior, performance, and well-being while a Moderate Extrinsic Motivation which recommends that their external encouragement reasonably affects them. This suggests that motivation whether intrinsic or extrinsic can greatly affect the level of job satisfaction so they must get involved in self-improvement activities as well as effective and efficient management of income.