Level of Emotionality and Motivation of Selected Secondary School Teachers in San Pablo City: Basis for Enhancing Teachers Performance and Work Values

Abstract

INTRODUCTION

The intent of this study is to determine the Emotionality and Motivation of High School Teachers as a Basis for Enhancing Teachers Performance and Work Values. The respondents of the study were 201 teachers in selected secondary schools in San Pablo City.

METHODS

The researcher used the descriptive design since the study aims to determine the level of Emotionality and Motivation of Teacher as a basis in their performance and work values. A descriptive survey was selected because it provides an accurate portrayal or account of the characteristics. Descriptive Statistics such as mean and standard deviation were the statistical tools used to evaluate the indicators.

RESULTS

The findings revealed that out of 201 respondents, the highest frequencies are above 35 years of age, generally female, married and with MA units in education. Most of the teacher are new having relatively1-5 years teaching experience and a salary of 15,000-20, 000 as Teacher I. The perceptions of the respondents toward psychological and emotions index reveal that in terms of psychological the overall mean is 4.26; and emotions index with 3.59. In terms of emotions index, the corresponding overall means are: trustful, 4.28; distrustful, 3.31; controlled 3.54; dyscontrolled, 3.52; timid, 3.85; aggressive, 2.69; gregarious, 4.14; and depressed with an overall mean of 3.35, with regard to the respondents Psychological, the respondents "strongly agree" that the emotional experience of teachers contribute to active, positive imitations, and satisfaction in work. However, in the Emotions Index, the findings revealed that the teacher-respondents "agree", the components of teachers' motivation, perceived "strongly agree". Work values indicate "strongly agree" that are observable and teachers’ performance rating is "frequent" which means they are performing well. There is a significant relationship between teachers’ level of emotionality and motivation in terms of work values shows a significant relationship with all the variables of teacher’s emotionality and motivation.

DISCUSSIONS

The emotional experience of teachers contributes to active, positive imitations, and satisfaction in work. Teachers establish linkages with the school, student, parent, stakeholders, and community, with regard to work values, love of work, show passion in teaching, dedication and extent of services, and good moral character as professionals.