BIBLIOGRAPHY WALTER H. FABRO, April 2007. Effects of Levels of...
BIBLIOGRAPHY
WALTER H. FABRO, April 2007. Effects of Levels of Teachers’ Morale on their
Job Performance in Valenzuela City. Benguet State University, La Trinidad Benguet.
Adviser : Mary Jane L. Laruan, Ph. D.
ABSTRACT
This study was conducted to determine the levels of teachers’ morale on their job
performance in Valenzuela City. Specifically, it determined the demographic profile of
the respondents, levels of teachers’ morale as to administration and supervision, levels
of teachers’ morale as to work status, levels of teachers’ morale as to working
conditions, levels of teachers’ morale as to benefits and salary, levels of teachers’
morale as to personal aspects, and correlation between levels of teachers’ morale and
their job performance.
Two hundred ninety (290) teachers from eight (8) schools were respondents from
East District of Valenuzuela City. Data were organized and subjected to statistical
computations using frequency count, percentage, computation of mean scores, ranking,
Friedman’s two-way analysis of variance by ranks and Spearman rank correlation
coefficient.
The findings showed that all the teachers in East District of Valenzuela City had a
high level of morale in terms of administration and supervision, work status, working
conditions, benefits and salary, and personal aspects. No significant differences were
exhibited by the respondents’ level of morale along gender, in terms of working
conditions, civil status, in terms of administration and supervision and work status. There
were significant differences in age, position, educational attainment, length of service,
and performance rating when grouped according to variables. There was a high
relationship between job performance and levels of teachers’ morale on benefits and
salary. A moderate relationship was observed between job performance and levels of
teachers’ morale on administration and supervision.
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TABLE OF CONTENTS
Page
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
INTRODUCTION
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Importance of the Study . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
Scope and Delimitation of the Study . . . . . . . .. . . . . . . . . . . . . . . . . . . . .
7
REVIEW OF LITERATURE
Levels of Teachers’ Morale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Correlation between Teachers’ Morale
and their Job Performance . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .
18
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 24
Hypotheses of the Study . . . . . . .. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .
26
METHODOLOGY
Locale and Time of the Study . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .
27
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
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Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . .
31
Data Gathering Procedure . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .
31
Statistical Analysis . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . .
32
RESULTS AND DISCUSSION
Levels of Teachers’ Morale on Administration and Supervision . . . . . . .
35
Levels of Teachers’ Morale on Work Status . . . . . . . . . . . . . . . . . . . . . . .
38
Levels of Teachers’ Morale on Working Conditions . . . . . . . . . . . . . . . .
40
Levels of Teachers’ Morale on Benefits and Salary . .. . . . . . . . . . . . . . .
42
Levels of Teachers’ Morale on Personal Aspects . . . . . . . . . . . . . . . . . .
44
Profile of Respondents and Levels of Teachers’ Morale . . . . . . . . . . . . .
46
Correlation Between Job Performance and
Levels of Teachers’ Morale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
51
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
57
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
59
Recommendations . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
60
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
APPENDICES
A. Letter of Permission to Schools Division
Superintendent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
B. Letter of Permission to Principals . . . . . . . . . . . . . . . . . . . . . . . . .
67
C. Letter to the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
68
D. Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
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1
INTRODUCTION
Background of the Study
The 1991 EDCOM Report underscored the important role teachers play in
effecting improved and better quality education for the nation.
The prevailing sentiment among public school teachers is that they are over
worked and underpaid. They perceive that they are convenient menials for numerous
non-teaching activities which detract them from their primary responsibility of
teaching.
Moreover, teachers are not adequately provided with the required
instructional facilities that would enable them to perform effectively. Consequently,
most of them have to use their money to obtain administrative supervision which
results in the deterioration of the quality of teaching and the lowering morale of
teachers. (EDCOM Report, 1991)
According to the report, the compensation package for teachers both in the
public and private schools, and particularly for the first and second levels of
education was relative low to the required income that would adequately provide the
basic needs of a family. With this salary, graduates usually shy away from taking
teaching as a profession.
To improve the level of compensation of teachers, EDCOM recommended
the increase of the minimum basic salary of public elementary teachers.
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In response to the recommendation, former education secretary Ricardo T.
Gloria in his speech at the First National Forum of parents, children, and educators
on December 4, 1997, he assured that public school teachers would be fairly paid
and get job satisfaction through the release of a monthly salary of about P10,000.00.
A good compensation, he stressed, makes teaching an attractive profession.
Work satisfaction as Orlich (1989) pointed out can be found in rewards that
flow directly from the performance of one’s tasks. This includes recognition
associated with the successful completion of an assigned task and adequate
opportunities for professional advancement and growth.
When an employee performs his job willingly and enthusiastically, he is said
to be satisfied with his work and his morale is high. Sison (1991) postulates that
morale is the mental attitude which makes an individual perform his job with
satisfaction or dissatisfaction. It is a state of mind which, though intangible, can be
manifested by the worker’s manner and reaction to his job, his working conditions,
the group’s policies and programs, his fellow workers, his supervisors, his
compensation, his opportunities for advancement, and his general working
environment.
Others define morale as the absence of conflict, a feeling of happiness, good
personal adjustments, and the extent of cohesiveness of “we” feeling of a group to
the extent to which there is personal acceptance of the goals of the group.
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To have globally competitive citizens, there is a need to upgrade the
educational system. More than schools and other physical facilities, the teachers are
the most important factors. They are central in all teaching activities. They can hold
classes under the trees but they cannot have effective instruction unless they are
well-trained and competent.
Teachers are also among the country’s most important human resources
because they take the role of leading the young to become useful, upright and law
abiding members of the society. Their role is to serve as value developer, model and
advocate. They act as adviser, facilitator, friend, and parent to the youth. In other
words, they are change agents. Their objective is to train the young minds not only
on the three (3) R’s but also to develop worthwhile values.
Throughout history, schools have been expected to transmit values. Thus,
teachers who spend most of their time with their students among all educational staff
are expected to portray desirable values worth emulating. It has been said that the
work values of teachers affect the quality of learning of their students.
At present, the country is threatened by the gradual exodus of teachers to
other countries because of more attractive offers. If this continues, who will be left to
educate the Filipino youth? How can the government convince teachers to stay? In
the past years, the country has given away competent nurses, doctors, engineers and
other skilled workers. Will it also give away the teachers who perform one of the
most critical tasks in society – that of teaching the youth?
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It is then the aim of the researcher to study the effects of levels of teachers
morale and their job performance that would help in the attainment of quality
education in the Philippines.
Statement of the Problem
This study is intended to analyze and evaluate the effects of levels of
teachers’ morale and their job performance in East District, Valenzuela City.
Specifically, it attempted to answer the following questions.
1. What is the demographic profile of teachers in East District of Valenzuela
City as to:
a. Age
b. Gender
c. Civil Status
d. Position
e. Educational Attainment/Background
f. Number of years in the service (Teaching)
g. Latest Performance Rating
2. What are the levels of teachers’ morale in terms of:
a. Administration and Supervision
b. Work Status
c. Working Conditions
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d. Benefits / Salary
e. Personal Aspects
3. What is the correlation between levels of teachers’ morale and job
performance?
Objectives of the Study
The general objective of this study is to assess the effects of levels of
teachers’ morale on job performance of teachers in the public elementary schools in
East District, Valenzuela City. More specifically, the study aimed to determine the:
1. Demographic profile of public elementary teachers in East District,
Valenzuela City in terms of:
a. Age
b. Gender
c. Civil Status
d. Position
e. Educational Attainment/Background
f. Number of years in the service (Teaching)
g. Latest Performance Rating
2. Levels of teachers’ morale in terms of:
a. Administration and Supervision
b. Work Status
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c. Working Conditions
d. Benefits/Salary
e. Personal
3. Correlation between levels of teachers’ morale and their job performance.
Importance of the Study
The study hopes to report the present morale status of elementary grade
teachers and relate it to their over-all job performance. In doing so, intervention
measures maybe proposed to raise the levels of teachers’ morale from its present
status in order to improve instruction which in the long run will redound to the
benefits of the pupils and the system as a whole.
The findings of the study may serve as an eye-opener for school
administrators to improve personnel management for quality instruction and better
output.
Identifying the indicators of morale may guide school administrators in
planning and implementing programs for teachers. It is hoped that administrators
create an environment in the organization that is stimulating and encouraging and set
the stage for the development of morale among their teachers.
The teachers, who are beneficiaries of the findings of this study, may gain a
deeper perspective of what and how they are doing as professionals. That is, they
may stay in the profession because they consider it as a vocation and not as a job;
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that they continue to find fulfillment and personal growth from the challenges that
the teaching profession offers.
The researcher may gain invaluable experiences and insights from this study.
He hopes to acquire a better perspective of the teaching profession and gain a more
meaningful outlook about his profession.
Researchers may use the findings of this study for further investigation along
relevance and significance in education and educational management.
Scope and Delimitation of the Study
This study determined the effects of levels of teachers’ morale on their job
performance in East District of Valenzuela City during the first semester of school
year 2006-2007. The respondents were 290 elementary teachers in the public
schools.
The study focused mainly on the following: demographic profile of public
elementary teachers in terms of age, gender, civil status, position, educational
attainment/background, number of years in the service (teaching), and latest
performance rating; and levels of teachers’ morale in terms of, administration and
supervision, work status, working conditions, benefits/salary, and personal aspects. It
also included the correlation between levels of teachers’ morale and their job
performance.
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REVIEW OF LITERATURE
This chapter presents the literature and studies pertaining to the levels of
teachers’ morale in different aspects.
Administration and Supervision
Lumsden (1998) stated that an important part of any individual’s job is a
feeling of self-worth. Employees experience higher levels of morale when they
perceive that this contributions are valued and appreciated. A higher level of
dedication results when employees feel that they have an active voice in issues that
directly affect them.
Blasé and Kirby (1992) wrote that by treating teachers in ways that empower
them, such as involving them in decisions about policies and practices and
acknowledging their expertise, administrators can help sustain teachers’ morale.
Principals can also strengthen teacher morale by actively standing behind teachers.
Effective Principals serve as guardians of teacher’s instructional time, assist teachers
with student discipline matters, allow teachers to develop discipline codes, and
support teachers’ authority in enforcing policy.
Acknowledging and supporting teachers begins at the campus level.
Principals have the ability to improve morale by listening to them and supporting
them. Involving teachers in decision making processes validates the teachers and as a
result has a positive effort on morale levels with the teachers and among the staff.
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Hunter-Boykin and Evans (1995) stated that high morale doesn’t always
contribute to high productivity. It doesn’t always follow that happy teachers are
necessarily the most productive. They say that high morale includes low turn over,
absenteeism, and a better academic environment of instruction. According to them,
principals are the ones who are primarily responsible for motivating teachers in
achieving their organizational goals.
Maehr, Midgley and Undan (1993) presented that people who feel
empowered tend to have a higher morale. People personally invested in their work
with an organization when (1) they have a voice in what happens to them; and (2)
their work has meaning and significance in contributing to a high purpose or goal.
By treating teachers in a way that empower them, such as involving them in
decisions about policies and practices and acknowledging their expertise,
administrators can help sustain teacher morale.
Bentley and Rempel (1980) wrote that the principal has a key role to play in
developing and enhancing morale. Management associated with high morale is likely
to be participative and supportive, and to occur when motivational and
communication forces are strong, interaction is warm and close, decision making and
goal setting are shared, control processes are collegial and achievement is
emphasized and recognized.
Principals’ administrative practices have also been found to be related to
teachers’ morale. Creed and Erns (1979) categorized leadership style as either
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directive (leader decides what is to be done and how it is to be done), achievement-
oriented (leader expresses clearly before taking actions or treats subordinates as
equals in making decisions) autonomous environments. They were also more likely
to feel that the staff members were recognized for a job well done, that their
administration was supportive and caring, that teachers in their school participate in
making important instructional practices with teachers, and that there is a great deal
of cooperative effort among the staff.
Black (2001) emphasized clearly, that building teacher morale requires more
than compliments, plaques, and one-time events. In addition to token rewards,
researchers say, school leaders, especially principals need to give teachers a voice,
encourage them in their day-to-day responsibilities, strong support systems, and a
sense that work is significant. According to a 1998 report published by the ERIC
Clearing House on Educational Management, teacher morale is higher in schools
where principals create a positive school culture and climate. Principals, the report
says, are the key to improving teachers’ morale because they “control many of the
contingencies in the work environment and are the source of much reinforcement for
teachers”.
Work Status
Gilbert & Tang (1998) suggested that a lack of predictability and safety in
organizational relationship results to low organizational commitment, decreased
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human relations and organizational performance, low employee morale and product
quality and increased absenteeism and turn-over.
In terms of organizational factors, teachers and others worldwide feel
especially burdened by time constraints, which translates into emotional exhaustion,
low morale and job satisfaction (Black, 2001). Other pressures, teachers report
include excessive workloads and low salaries. Insufficient classroom resources can
also lead to stress, as can large classes, administrative bureaucracy, lack of
involvement in decision making and few opportunities for promotion or
advancement.
Dakar (2000) on the status of teachers reports that teacher organizations are
unanimous in stating that the status of teachers has declined, often drastically, in
recent years. This decline is due both to material and non-material factors. It is clear
that the vast majority of teachers believe that they do not receive the moral support
and material recognition appropriate to their level of qualifications and
responsibilities to learning conditions for the students. A school environment that
allows teachers to do a good job will automatically improve the learning conditions
of the students.
It is essential to provide at least the basic teaching equipments and materials
in each school. Studies have reported a consistent relationship between pupil
achievement and the availability of books.
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As cited in an article in the internet, the society depends upon teachers to
mould responsibilities of children and youth so that they can contribute to the
spiritual, moral, social, cultural and economic progress of the community. At
present, morale in the teaching profession is relatively low. The public perception is
that the teaching profession is not lucrative. Low salaries and poor working
conditions in many schools contribute to this perception.
Working Conditions
According to Lumsden (1998), teachers are being stretched to the limits.
Expectations placed on them, seem to be expanding exponentially. Increasingly, their
morale encompasses not only teaching specific content and mentoring students in the
love of learning, but functioning as frontline social workers.
Parks (1983) emphasized that teachers are expected to deal with a
smorgasbord of broader social problems that find their way into the classroom. Many
other pressures plague teachers, prompting Parks to ask, “How does one compensate
professionals for inadequate books and supplies, large classes, disruptive students,
public criticisms, limited assistance, increased duties, and the lowest salaries paid to
highly educated personnel in the nation?”
There are both internal and external reactions to low morale as Briggs and
Richardson (1992) stated in the study they have done. The internal characteristics
were confusion, insecurity, frustration, lack of confidence, fear of supervision and an
attitude of futility. As a result of low morale, the educators would resist change, and
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the school would have a high rate of teacher absenteeism. Low morale is associated
with an individual’s attitude, self-esteem, and self-concept. They also state that these
internal feelings may result to external reactions. They also address the possible
external reactions to or effects of low morale. These reactions refer to relationships
with other teachers and administrators. These external reactions could result from
some internal feelings of educators, such as insecurity, frustrations, and lack of
confidence. Educators with low morale would be engaged in backbiting, open
hostility, bickering, communicating resentments, forming cliques, and generally
showing a lack of consideration for others. In addition, the educators recognized that
a number of teachers would react to low morale by resigning their positions, thus
causing high teacher turnover.
Ingersoll (1992) stated that teacher shortages are not much a result of lack of
supply as they are a problem with retention. Recruiting more teachers is not the
solution to filling the vacancies that schools are experiencing. Rather, addressing the
issues that are underlying the teachers’ decisions to leave and work towards solutions
and find more effective means of solving the problem. Obviously, this would not
result in a zero turnover rate; however, it would greatly reduce the percentages of
turnover and the result would be positive from a staffing standpoint as well as from a
morale perspective. Despite the fact that replacing more experienced teachers with
less experienced teachers would keep down salary costs; high turnover does not
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come without a price. As with business, new employees must be trained and that is
an expense that the employer must incur.
Hunter-Boykin and Evans (1995) stated that high morale doesn’t always
contribute to high productivity. It doesn’t always follow that happy teachers are
necessarily the most productive. They go on to say that high morale includes low
turnover, less absenteeism, and better academic environment for instruction.
According to them, principals are the ones who are primarily responsible for
motivations of teachers toward achieving their organizational goals.
Ducay (1982) in her study concluded that it is possible to determine the
quality of morale by careful observation of the way people act. High morale maybe
inferred on how freely faculty members bring their tension and problems out into the
open at faculty meetings.
In order to build morale, she further enumerated the following wants that
have to be met among teachers: security and comfortable living, pleasant working
conditions, a sense of belongingness, fair treatment, a sense of achievement, a
feeling of importance, a part in policy formulation, and a feeling of self-respect.
Benefits and Salary
Senegal (2000) wrote that one factor affecting teacher motivation and
commitment to teaching is the financial remuneration. Real salary rates in low-
income countries have deteriorated in recent years. In many countries, salaries are
not paid regularly, with delays often to several months. Consequently, many teachers
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are focused to look for other jobs in addition to teaching and some are driven to
leave teaching altogether.
Ravitch (2003) emphasized that increasing teacher’s salary will significantly
reduce the retention problem. Pay matters counts to those who decide to stay in
teaching and those who go out looking for greener pastures. Compensation systems
signal what skills and attributes are valued and what kinds of contributions reap
rewards. Good teachers are being driven away by the poor conditions under which
they teach, the lack of professional respect they are accorded, and the scandalously
low salary structures.
Black (2001) reported that close to one-third of the states have teachers who
work at extra jobs during the school year. On the average, teachers moonlight on
extra 10 or more hours a week at such job as tutoring, selling and the like. Although,
they feel they have to earn additional income to cover expenses, these teachers say
they know that the extra hours are bad for morale and they would like to quit after-
school jobs.
According to a CNN Report, a bad combination are: the worst school, the
worst students and the newest teacher. This frequent mix helps solve a teacher
shortage that’s driven some school districts to cancel classes and invent incentives to
lure instructors.
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A recent survey in Education Week, a magazine that covers professional
educational issues from preschool to high school, revealed that 20 percent of new
teachers leaves the classroom after three years, and 50 percent quits after 5 years.
Inadequate mentoring, weak retention practices and retirement siphon
teachers, increased responsibilities and low salaries stop new ones at the entrance.
It’s a problem that leaves the teaching pool with more holes in a rusted bucket and
in need of an estimated 2 million by 2011.
And while responsibilities of teachers are multiplying, their salaries are not.
The average salary for teachers in 2000 was the lowest in four decades. School
districts throughout the country have crafted a variety of incentives to attract
potential teachers, including reduced rent in school-owned buildings, restaurant
discounts and gym memberships.
More so, money won’t solve the other shortages that school districts face.
School principals and district superintendents are also in high demand and low
supply. The demands of all-purpose schools force administrators to juggle
burgeoning curricula, low test and state assessment tests.
Personal Aspects
According to Gilbert & Tang (1998), a group’s cohesiveness is measured by
the degree to which a group sticks together, or by the strength of a group member’s
desire to remain part of his or her work group. Cohesion is enhanced by severity of
initiation into the group, perceptions of a “common enemy” or external threat, time
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spent together, and a history of group success. In a cohesive group, members feel
attracted to one another and the group as a whole, and the group becomes an
important source of information sharing. A feeling of inclusion in one’s work group
may yield benefits of greater organizational understanding.
This greater organizational understanding can have a broad range of positive
impacts on the functioning of the organization from stability to the bottom line. It has
been stated that individual’s trust. “Trust has been labeled as a significant predictor
of satisfaction with supervision and performance appraisal. Four basic factors breed
trust: (1) open communication, (2) giving workers a greater share in decision
making, (3) sharing of critical information, and (4) true sharing of perceptions and
feelings. Organizational trust, job satisfaction, and organizational attachment affect
the employee attitudes. Furthermore, some have suggested that job satisfaction is
one of the many components comprising organizational commitment.
Research also suggested that a lack of predictability and safety in
organizational relationships results in low organizational commitment, decreased
human relations and organizational performance, low employee morale and product
quality, and increased absenteeism and turnover. If employees feel betrayed by
management, they may engage in even more destructive organizational behaviors,
such as neglect, or in extreme cases, sabotage. Therefore, group cohesion relates
directly to job satisfaction namely through human relations with fellow employees
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and supervisors. These factors, in turn, can have drastic effects on overall
organizational performance.
Mishra & Morrisey (1990) stated that open communication breeds trust
which in turn aids in cohesiveness and satisfaction. “The more that an individual is
part of the channels providing essential information, the more he or she may
experience organizational trust”.
Gilbert & Tang (1998) stated that information flows to employees through
informal networks and work cohesion. Information not available through formal
means, such as official company memoranda and formally prescribed working
relationships, is transmitted through social integration and mentoring. Social
integration is a multi-dimensional construct, including the factors of attraction to the
group and heightened social interactions among members. Benefits from increased
organizational communication provided by social integration and mentoring include
material resources, job mobility information, functional expertise, and political
information. Consequently, access to organizational communication channels has
been suggested to enhance organizational trust, job satisfaction, and group cohesion.
Correlation between Levels of Teachers’ Morale and their Job Performance
Turney, Hatton, Laws and Smith (1992) presented that teacher satisfaction is
an important element in influencing school morale, and that school goals and
individual teacher goals go hand in hand. Management associated with high morale
is likely to be participative and supportive, and occur when motivational and
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communication forces are strong, interaction is warm and agreeable, decision
making and goal setting are shared, control processes are collegial, and achievement
is emphasized and recognized. The major management roles of the principal are
planning, organizing, communicating, motivating and controlling, therefore, all are
important for school morale.
Black (2001) reported that where teacher morale is high, students typically
show achievement. But when teacher morale sinks, achievement drops and other
problems come to the surface. Low teacher morale usually leads to indifference
toward others; cynical attitudes toward students; better initiative when it comes to
preparing lesson plans and other classroom activities; preoccupation with learning
teaching for a better job; increased use of sick leave; and bouts of depression.
Discouraged teachers are a drain on a school system, but more important, teachers
with unhealthy attitudes often are a symptom of an unhealthy school organization.
Macmillan (1999) suggested that teachers who are satisfied with their job
also have higher degrees of professional competence. They feel qualified in terms of
their knowledge of subject matter and their teaching skills, and they feel secure about
classroom management. But school administrators also control a large portion of
teachers’ job satisfaction and morale. For instance, teachers who are happy in their
positions tend to report that their administrators respect and value their input on
innovative school programs and keep “administrivia” – such as paper work, and
extra duties to a minimum. Macmillan notes, that teachers have more job satisfaction
Effects of Levels of Teachers’ Morale on their Job Performance
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and higher morale. In schools where the atmosphere feel isolated, they tend to have
less job satisfaction and lower morale.
A healthy school environment and high teacher morale tend to be related. A
principal’s ability to create a positive school climate and culture can affect teacher
morale. As Adams (1992) stated, “Principals who can control many of the
contingencies in the work environment are the source of much reinforcement for
teaching behavior, are the keys to improving the morale and self-esteem of teachers.”
Miller (1981) notes that teachers morale “can have a positive effect on pupil
attitudes and learning.” Raising teacher morale level is not only making teaching
more pleasant for teachers, but also learning more pleasant for the students. This
creates an environment that is more conducive to learning.
Morale and achievement are also related. Ellenberg (1972) found that “where
morale is high, schools showed an increased in students achievement.”
In short, Mendell (1987) noted that the morale of teachers can have far-
reaching implications for “student learning, the health of the organization, and the
health of the teachers.”
Conceptual Framework
Numerous studies have suggested that teachers’ morale affect their work
performance. Glueck (1984) stated that work attitudes usually contributes to
effective performance.
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Most researchers assert that high morale produces quality performance and
successful operation of a school. Teachers with high morale tend to exhibit increased
productivity, improved quality of work, and improve organization effectiveness.
Sison (1991) had pointed out that teachers with low morale manifest poor
production, high rate of absenteeism, and high rate of grievances.
Teachers’ morale, according to a number of studies and reviews, can be
enhanced. School administrators, by virtue of their position, can function as morale
builder or booster. It is assumed that when morale is boosted, improved job
performance by teachers can be expected to ensue.
Macmillan (1996) in a review of teachers’ job satisfaction as it pertains to
work place conditions, gave the different effects that two types of schools have on
teacher morale. Traditional, rigid, bureaucratically administered schools result to low
teacher commitment and job satisfaction, but progressive and flexible schools that
use collaborative problem-solving strategies promote a feeling of affiliation with the
school and raise teacher morale.
As shown in Figure 1, there are three major variables namely: the
independent variables, dependent variables and the moderator variables. The
independent variables are teachers’ morale which include administration and
supervision, working conditions, work status, benefits/salary and personal. The
dependent variables include the performance rating and correlation between levels of
teachers’ morale and job performance.
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The relationship between the two variables are mediated by certain relevant
demographic characteristics. These are the respondents age, sex/gender, civil status,
position, educational attainment/background, number of years in the service, and
latest performance rating.
From the interplay of these three variables, it is expected that teachers may
gain a deeper perspective on how they are performing as professionals. For the
administrators, it provides them insights as they continuously work for the
improvement of quality working life for the teachers.
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Independent Variables
Dependent Variables
Levels of Teachers’
Morale
5 - Very High
4 – High
3 – Moderate
2 – Low
1 – Very Low
Teachers’ Morale
Performance Rating
1. Administration and
O – Outstanding
Supervision
VS – Very Satisfactory
2. Work Status
S – Satisfactory
3. Working Conditions
US - Unsatisfactory
4. Benefits and Salary
P - Poor
5. Personal Aspects
Correlation
5 - Very High
4 – High
3 – Moderate
2 – Low
1 – Very Low
Moderator Variables
Demographic Profile
- Age
- Gender
- Civil Status
- Position
- Educational Attainment
- No. of years in the service
- Latest Performance Rating
Figure 1. Paradigm of the study showing the interrelationship of variables
Effects of Levels of Teachers’ Morale on their Job Performance
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Definition of Terms
Administration. The persons, who make up a body for the purpose of
administering something.
Benefits. They refer to anything that contributes to an improvement in
condition, advantage; help; any public performance, bazaar, dance, etc. where the
proceeds of which are to help a certain person, group, or cause.
Compensation. It is anything given as an equivalent, or to make amends for a
loss, damage, wages or remuneration.
Correlation. It is a statistical measure of how the levels of teachers’ morale
are related to job performance. The scale used is Very High, High, Moderate, Low
and Very Low.
Educational
Attainment. It relates to a degree completed by any person.
Fringe
Benefit. It is an employee’s benefit other than wages or salary, as in
the form of a pension, vacation, insurance, etc.
Length of Service. It refers to the number of years the teacher taught in the
public schools.
Levels of Teachers Morale. This refers to intrinsic or extrinsic factors; as to
administration and supervision, working conditions and status, benefits and salary
and performance rating. The scale used is Very High, High, Moderate, Low and
Very Low.
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Management The act, art or manner of managing, handling, controlling, and
directing.
Morale. It is the level of quality of attitude or reactions of an individual
towards his job and general working environment.
Morale
Traits. It refers to a person’s system of habits, ideas, attitudes and
beliefs as seen in relation to group accepted norms and or ideal system of moral
standards.
Performance
Rating. This refers to the work output of teachers or any
organized accomplishments. The scale used is Outstanding, Very Satisfactory,
Satisfactory, Fair, Needs Improvement, Unsatisfactory.
Salary. A fixed payment at regular intervals for services of teachers.
Smorgasbord. Any widely carried assortment or collection.
Supervision. The management by overseeing the performance or operation
of a person or a group.
Teacher. This refers to a person engaged in classroom instruction, and is
eligible to exercise his profession.
Teachers’
Morale. It is the total satisfaction a person derives from his job,
his boss, the organization and his environment. It pertains to the general feelings of
well being, satisfaction and happiness of people.
Turnover. A change from one use, side, opinion, management, to another.
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Working
Conditions. These refers to the safety of a thing in the situation
setting in which the teacher performs his duties and functions.
Work
Satisfaction. It refers to the extent of fulfillment of needs in one’s job.
Work
Status. This refers to the information whether the work is still active or
has been abandoned.
Hypotheses of the Study
The study was guided by the following hypotheses:
1. There are significant differences on the levels of teachers’ morale as to
age, gender, civil status, position, educational attainment, number of
years in the service and performance rating.
2. There is a high relationship between levels of teachers’ morale and job
performance.
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METHODOLOGY
Locale of the Study
The study was conducted in East District of Valenzuela City during the first
semester, 2006-2007. The district consists of eight (8) elementary schools namely:
Bignay Elementary School, Punturin Elementary School, Lawang Bato Elementary
School, Canumay East Elementary School, Paso de Blas Elementary School,
Mapulang Lupa Elementary School, Silvestre Lazaro Elementary School and
General Tiburcio De Leon Elementary School. Among the schools enumerated,
Bignay Elementary School is the farthest and General Tiburcio De Leon Elementary
School is the nearest to the District Office and in the City. Schools are found and can
be located along the highway and teachers have to commute in a jeep going to the
Division and District Office. Figure 1 shows the location of the study.
Respondents
Table 1 portrays the demographic profile of teachers as to age, gender, civil
status, position, educational attainment, length of service, and performance rating.
As shown in the table, 17.08% was within 20-29 years old and below,
33.10% for ages 30-39 and ages 40-49; 50-59 with 14.23% and 60 and above was
2.49%.
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Table 1. Profile of the Respondents
Profile
Frequency
Percentage Rank
AGE
20-29
48
17.08 3
30-39
93
33.10 1.5
40-49
93
33.10 1.5
50-59
40
14.23 4
60 and above
7
2.49
5
Did not indicate
9
Total
281 100
%
GENDER
Male
51
18.02 2
Female
232 81.89 1
Did not indicate
7
Total
283 100
%
CIVIL STATUS
Single
54
19.57 2
Married
211 76.45 1
Legally Separated
0
0
4
Widow/er
0
3.99
3
Did not indicate
14
Total
276 100
%
POSITION
Teacher
I
183 66.30
1
Teacher
II
37
13.41 2
Teacher
III
32
11.59 3
Master Teacher I
19
6.88
4
Master Teacher II
5
1.81
5
Did not indicate
14
Total
276 100
%
EDUCATIONAL ATTAINMENT
Ph. D / Ed. D
0
0
4.5
M. A. with Doctoral Units
0
0
4.5
Bachelors
Degree 163 61.05 1
Master of Arts
25
9.36
3
Bachelors Degree with
79
29.59
2
M.A. Units
Did not indicate
23
Total
267 100
%
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____________________________________________________________________
LENGTH OF SERVICE
1 - 4
55
19.43
2
5 – 9
50
17.67
3
10 – 14
47
16.61
4
15 – 19
37
13.07
5
20 – 24
61
21.55
1
25 – 29
15
5.30
7
30 years and above
18
6.36
6
Did not indicate
7
Total
283 100
%
PERFORMANCE RATING
Outstanding
5
1.83
3
Very
Satisfactory 259 94.87 1
Satisfactory
9
3.30
2
Needs
Improvement
0
0
5
Fair
0
0
5
Unsatisfactory
0
0
5
Did not indicate
17
Total
273 100
%
The results pointed out that majority of the teachers belong to the middle age
bracket. They exceeded the percentage of the younger age and those belonging to the
old age bracket.
As could be gleaned from table 1, it reveals that 18.02% were males, while
81.89% were females. The findings pointed out that majority of the teachers were
females. They outnumbered the males by 64%.
As for the civil status, 19.57% were single; 76.45% were married; while
widower with 3.99%; None of the respondents were legally separated. As shown by
the results, majority of the teachers were already married.
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As presented in the table, 66.30% of the teachers were under Teacher I ;
13.41% under Teacher II; 11.59% in Teacher III; 6.88% for Master Teacher I and
1.81% for Master Teacher II.
This implies that majority of the teachers are still holding Teacher I positions.
They exceeded in percentage from those teachers holding Teacher II & III and
Master Teacher I & II positions.
Furthermore, table 1 discloses that 61.05% were Bachelor’s Degree holders;
9.36% finished their Master’s Degree and 29.59% with Bachelor’s degree with
M.A. units. None of the respondents had any chance to enroll in the doctoral level.
As could be gleaned from the table, it can be discerned that majority of the
teachers were Bachelors Degree holders. Very few of them had either masteral or
doctoral degrees. This insinuates that only a few of the teachers are desirous to
upgrade their educational attainment.
19.43% of the teachers had been in the job for 1-4 years; 17.67% for 5-9
years; 16.61% for 10-14 years; 13.07% for 15-19 years; 21.55% for 20-24 years;
5.30% for 25-29 years; and 6.36% for 30 years and above. This was so because
majority of the teachers were in the middle age group.
From the results, this indicates that many of the teachers are in their 20-24
year average length of service in teaching.
Moreover, it reveals that 1.83% had an Outstanding rating; 94.87% of the
teachers with a Very Satisfactory rating while 3.30% had a Satisfactory rating. The
Effects of Levels of Teachers’ Morale on their Job Performance
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results indicate that majority of the teachers had received a Very Satisfactory
performance rating. It shows that the teachers are doing their best in their teaching
work.
Instrumentation
The primary data gathering tool in this study was the questionnaire. It
consisted of two (2) parts namely: the demographic profile of teachers in East
District, Valenzuela City and the Levels of Teachers’ Morale.
Part I of the questionnaire contained the age, gender, civil status, position,
educational attainment/background, number of years in the service, latest
performance rating, and the school where the respondents are employed.
Part II dealt with the levels of teachers’ morale in terms of administration
and supervision, work status, working conditions, benefits/salary, and personal
aspects. The respondents were oriented on how to check the number that
corresponds to their choice using a five-point scale.
Data Collection
The researcher asked permission from the Schools Division Superintendent
of Valenzuela City, and the District Supervisor of Valenzuela East District to
administer questionnaires. The researcher was assisted by the principals of each
school in administering and collecting the data from the teachers.
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Statistical Analysis
The data are presented in tables, classified and analyzed. The statistical tools
involved were percentage, weighted mean and ranking. Data were subjected to
frequency counts, percentage, computation of mean scores, and ranking. The
Friedman’s Two-Way Analysis of Variance (ANOVA) was also employed to test the
significance of the obtained means.
a. Mean : f x w / n
Where : f - frequency
w – weighted value
n – number of cases
b. ANOVA
x 2
r = 12 Σ (R1)2 – 3 N (K + 1)
NK (K + 1)
Where : X 2
r - Friedman’s two-way ANOVA by ranks
N – Number of rows
K – Number of columns
The results were interpreted at .05 and .01 level of significance using the chi-
square table.
Correlation Coefficient was also utilized in determining the nature of the
relationship between levels of teachers’ morale and job performance. It was
identified through the Spearman Rank Correlation Coefficient.
Effects of Levels of Teachers’ Morale on their Job Performance
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r
2 = 1 – 6 Σ D 2
N 3 - N
Where : r 2 - Spearman RHO
N – Total number of cases
D 2 – Sum of the squared differences between ranks
Scale used in determining levels of teachers’ morale:
Numerical Value
Limits
Descriptive Equivalent
5
4.21 – 5.00
Very High
4
3.41 – 4.20
High
3 2.61
–
3.40
Moderate
2 1.81
–
2.60
Low
1 1.00
–
1.80
Very
Low
Scale used in determining job performance:
Performance
Rating
Abbreviation
Numerical
Rating
Outstanding
O
8.60 – 10.00
Very Satisfactory
VS
6.60 – 8.59
Satisfactory
S
4.60 – 6.59
Unsatisfactory
US
2.60 – 4.59
Poor
P
2.59 and below
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Scale used in determining relationship between teachers’ morale and job
performance.
Correlation Value:
Descriptive Equivalent
0.00 to ± 0.20
negligible correlation
± 0.21 to ± 0.40
low or slight correlation
± 0.41 to ± 0.70
marked or moderate relationship
± 0.71 to ± 0.90
high relationship
± 0.91 to ± 0.99
very high relationship
± 1.00
perfect correlation
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RESULTS AND DISCUSSION
This chapter presents the data, findings and discussions of the study. The data
of the study are presented in tables.
Levels of Teachers’ Morale
Administration and Supervision. Maya (2000) stated that morale is important
in any organization. It is a significant factor in the success of the organization. In the
school, there is a need for the administrator to create high morale among his staff. A
harmonious relationship between the administrator and his subordinates is essential
to achieve high morale. It is important for the administrator to understand and get
along with his teachers since this is precisely the primary step in achieving success
in carrying out his function, which is to implement the goals and objectives of the
school.
The study on the practices of the school administrator and other factors
affecting the morale of teachers was based on the concept that these practices of the
administrators affect teachers’ morale.
Table 2 presents the levels of teachers’ morale as to administration and
supervision. The table reveals that all the aspects were cited high by the teacher
respondents. The first three in rank were; Opportunities for developing sense of
responsibility and leadership, Opportunities to apply educational preparation and for
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Table 2. Levels of Teachers’ Morale As to Administration and Supervision
Indicators
Weighted
Descriptive
Rank
Mean
Equivalent
a. Opportunities to apply educational
3.76
High
2
preparation
b. Opportunities for developing sense of
3.82
High
1
responsibility and leadership
c. Freedom to present problems, complaints 3.65
High
7.5
without fear of harassment
d. Satisfaction with the administration and
3.72
High
5
supervision
e. Orientation procedure to new personnel
3.65
High
7.5
f. Opportunities for independent thought
3.74
High
3
and action
g. Employee involvement and participation
3.71
High
6
h. Opportunities to stimulate group loyalty
3.73
High
4
and team spirit
i. Ability to influence institutional policy
3.62
High
9
j. Opportunities to rate/evaluate the admin-
3.58
High
10
istration in your school
Over all Mean
3.70
High
Scale :
5 = 4.21 – 5.00
Very High
4 = 3.41 – 4.20
High
3 = 2.61 – 3.40
Moderate
2 = 1.81 – 2.60
Low
1 = 1.00 – 1.80
Very Low
independent thought and action. The last two ranks were; Ability to influence
institutional policy and opportunities to rate and evaluate the administration in your
school.
As confirmed by the over all mean of 3.70, the level of teachers’ morale is
high as to Administration and Supervision. This finding implies that the teachers
Effects of Levels of Teachers’ Morale on their Job Performance
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37
were generally contented with the quality of supervision given to them, the
management skills and competencies of their school heads including the morale and
team spirit created by their administrators. This also implies that the public schools
have competent school heads who are able to affirm their teachers that they are doing
well in their job. Thus, they are able to give their support as their mission partners in
educating the learners entrusted under their care.
The results agree with the study of Hoy et. al (2001) that the nature of the
relationship between teachers and administrators and the quality of leadership
correlate highly with teachers’ satisfaction.
Teachers need to be recognized and they should be involved in any course of
plans, actions and freedom. Teachers need freedom. A principal who listens to his
teachers is able to identify better both the negative and positive in the school
environments. Teachers experience satisfaction if principals actively stand behind
teachers. This was supported by Blaise and Kirby (1991) that effective principals
serve as guardians of teachers instructional time, assist teachers with discipline
matters, and support teachers’ authority in enforcing policy.
This findings also agree with the study of Bronlikit (1976) who further
stressed on teacher participation in decision making that teachers have the right to
know plans and policies being formulated by the administrator, particularly those
that affect their welfare, their conditions and their morale.
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Work Status. Table 3 presents the levels of teachers’ morale as to work
status of the teachers. The table indicates that all the aspects under work status were
rated high by the teacher respondents since the obtained over all mean is 3.69.
The teachers perceived that their morale as to work status is high in security
of tenure, appointment/placement according to educational qualifications and
competencies, attainment of high professional working standards, clear policies on
promotion and tenure, satisfaction in being able to contribute to society, notification
of promotional opportunities, and outlets for creative inclination or special abilities
(singing, dancing, painting, etc.)
The teachers perceived that their morale as to work status when ranked is
highest in security of tenure and outlets for creative inclination or special abilities
have the lowest mean.
As Herzberg (2002) stated, some factors that would raise the morale of
teachers as regards to work status are: achievement, recognition, responsibility, and
promotion. Based on the findings, teachers need security in their profession and their
work. Every school year, teachers are needed in the public schools due to the mass
population and enrolment. Lots of teachers are hired, however, most of their
appointments are, as contractual, probationary or temporary status. Some teachers
really demand for a regular or permanent position for security purposes. Aside from
security benefits, promotion is another factor that every teacher wishes or demands.
Effects of Levels of Teachers’ Morale on their Job Performance
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Table 3. Levels of Teachers’ Morale on Work Status
Indicators
Weighted
Descriptive
Rank
Mean Equivalent
a. Appointment and placement according
to educational qualification and competen-
cies
3.72
High
2
b. Security of tenure
3.83
High
1
c. Clear policies on promotion and tenure
3.69
High
4
d. Notification of promotional opportunities 3.62
High
6
e. Attainment of high professional working
3.70
High
3
standards
f. Outlets for creative inclination or special
3.59
High
7
abilities
g. Satisfaction in being able to contribute to 3.67
High
5
society
Over all Mean
3.69
High
Scale :
5 = 4.21 – 5.00
Very High
4 = 3.41 – 4.20
High
3 = 2.61 – 3.40
Moderate
2 = 1.81 – 2.60
Low
1 = 1.00 – 1.80
Very Low
The findings also agree with the study of Wong and Wong (2005), where he
referred to teacher promotion as an important issue in school administration that
deserves more academic attention. Aside from promotion, is the compensation
system, which can be flexible and frequently be adjusted with the performance of
individual staff members. Promotion is therefore the most important reward that
principals use.
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Working Conditions. As illustrated in Table 4, the levels of teachers’ morale
as to working conditions indicate that teachers morale is high since the over all mean
is 3.67.
Cleanliness of surroundings and other services was ranked first. Teacher
respondents perceived a moderate response on library services & facilities, comfort
rooms, and audio-visual rooms, maybe because public schools can not afford to have
such TV’s, VCD/DVD’s and other electronic devices, complete sets of books such as
encyclopedia, dictionaries, clean and comfortable comfort rooms and others since
they lack funds and support from the national and local government.
Pleasant working conditions also involve having an adequate supply of
materials. At the opening of every school year, teachers in the public schools have to
purchase from their personal funds such things as chalk, erasers, lesson plans, books,
miscellaneous forms and stationeries. If teachers have no supplies, and instructional
materials and equipments needed for teaching, their job satisfaction is likely to
disappear.
The study of Perrie and Baker (1997) indicated that student behavior, school
atmosphere, and teacher autonomy are also working conditions associated with
teacher satisfaction. That is, the more favorable the working conditions are, the
higher the satisfaction and morale scores are.
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Table 4. Levels of Teachers’ Morale as to Working Conditions
Indicators
Weighted
Descriptive
Rank
Mean Equivalent
a. Cleanliness of surroundings and other
4.04
High
1
services
b. Information system (personal directory,
3.72
High
8
telephone, computer, etc.)
c. Professional services (legal guidance and 3.69
High
9
counseling, etc.)
d. Teaching loads and schedules
3.81
High
4
e. Faculty room/office
3.52
High
10
f. Classrooms
3.79
High
5
g. Audio-Visual rooms
3.28
Moderate
13
h. Comfort Rooms
3.35
Moderate
12
i. Library services and facilities 3.38
Moderate
11
j. Respect and prestige in the profession
3.84
High
3
k. Fulfillment in personal ambition
3.75
High
6
l. Involvement in cooperative undertakings 3.74
High
7
(projects, exhibits, culminating activity, etc)
m. Friendly and supportive relationship
3.85
High
2
rather than being primitive and threate-
ning.
Over all Mean
3.67
High
Scale :
5 = 4.21 – 5.00
Very High
4 = 3.41 – 4.20
High
3 = 2.61 – 3.40
Moderate
2 = 1.81 – 2.60
Low
1 = 1.00 – 1.80
Very Low
The findings agree with the study of Domanog (2005) and with an internet
archive published by ERIC Digest (1991) which pointed out the effects of working
conditions on faculty attitudes, autonomy, freedom to choose textbooks, programs
Effects of Levels of Teachers’ Morale on their Job Performance
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42
and media, opportunities to be creative and the work environment that enhanced
satisfaction.
On the other hand, Belgican (1981) pointed out that for different people,
there are factors that make working conditions pleasant. However such qualities as
attractiveness, cleanliness, up to date equipment, provisions of employees comfort
and moral support from the administration appear to be what every teacher desires.
Benefits and Salary. Table 5 presents the levels of teachers’ morale as to
benefits and salary. It obtained an over all mean of 3.60, interpreted as High. This
means that the teachers were very satisfied with the monetary rewards and benefits
that they received. They also claimed that their pay is given on time.
Based on the findings, the first three ranks were: Clothing allowance,
Bonuses, and Maternity or Paternity leave with pay. It shows that their attitudes and
state of mind have been heightened and propelled to be committed to their job by the
valid compensation practices.
Yearly, teachers are advised to have new sets of school uniforms, and are
obliged to buy school materials to be used in teaching the learners. It is significant to
note that based on the findings, teachers perceived that clothing allowance and bonus
of the teachers were met and given on time and on regular basis. This means pay is
one of the important demands of the teachers. The results also indicate that sick leave
with pay and medical/dental hospitalization benefits were rated moderately by the
respondents. This maybe so because teachers feel that they are treated as lower
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
43
Table 5. Levels of Teachers’ Morale as to Benefits and Salary
Indicators
Weighted
Descriptive
Rank
Mean Equivalent
a. Sick leave with pay
3.27 Moderate
10
b. Medical, Dental Hospitalization benefits
3.35 Moderate
9
c. Maternity/Paternity Leave with pay
3.80
High
3
d. Clothing Allowance
3.98
High
1
e. Bonuses
3.97
High
2
f. Establish salary scales based on position,
3.75
High
4
educational qualifications and experience
g. Longevity pay
3.44
High
7
h. Annual review of salary
3.41
High
8
i. Salary adjustment
3.51
High
6
j. Salary given on time
3.56
High
5
Over all Mean
3.60
High
Scale :
5 = 4.21 – 5.00
Very High
4 = 3.41 – 4.20
High
3 = 2.61 – 3.40
Moderate
2 = 1.81 – 2.60
Low
1 = 1.00 – 1.80
Very Low
priorities and given less attention by the government on the needs of the teachers
particularly their health. Philheatlh, Fortune Care, and other health insurances are
some proofs why teachers have high morale. Everytime teachers are hospitalized,
they only pay a portion of their total bills due to the benefits that the government
gives.
Pay is also usually used as a motivating factor for teacher retention. This
finding agrees with the study of Rimas (1977) as cited by Domanog, who found that
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
44
the strongest economic reason for teacher retention, indicated a very important
aspect of the teachers’ financial needs.
Further studies agree with Wick & Bweggs (1971) as cited by Maya (2000),
on salary and morale, further explained that poor salary scale leads to job
dissatisfaction.
Pay therefore is only one factor, and indeed it was already noted that where
there is a higher national level of pay (as in leadership), morale can reach its own
level. However, money is not the only demoralizer in education. In each and every
survey of teacher morale, the same range of demoralizing factors are mentioned:
discipline, class size, the imposition by the government of the national curriculum
and so on.
Personal Aspects. Table 6 presents the characteristics or attitudes of teachers
towards their job. Generally, teacher respondents had a high morale on personal
aspects.
As seen in Table 6, the respondents had a very high morale. Rank one is on,
having great pride in my profession, The teachers perceived that they do believe that
teaching is among the noblest of all professions, since they mould the young minds
and believed they are the builders of the nation. Moreover, based from the findings,
teachers are contented already with their profession since this aspect had the lowest
rank.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
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Table 6. Levels of Teachers’ Morale as to Personal Aspects
Indicators
Weighted
Descriptive
Rank
Mean Equivalent
a. Committed to educating the young
4.18
High
2.5
b. Enjoys the company of my co-workers
3.72
High
8
c. Works energetically, cheerful and helpful
3.69
High
9
d. Loyal to school I am presently assigned
3.81
High
6
e. Willing to make decisions
3.52
High
10
f. Likes and respect those authority over me
3.79
High
7
g. Contented with my profession
3.28
High
13
h. Expects to continue and retire in my
3.35
High
12
profession
i. Always come on time
3.38
High
11
j. Always present in my work
3.84
High
5
k. Accept challenging tasks
4.12
High
4
l. Have great pride in my profession
4.22
Very High
1
m. Optimistic
4.18
High
2.5
Over all mean
3.77
High
Scale :
5 = 4.21 – 5.00
Very High
4 = 3.41 – 4.20
High
3 = 2.61 – 3.40
Moderate
2 = 1.81 – 2.60
Low
1 = 1.00 – 1.80
Very Low
This was supported by the study of Segumpan (1995) as cited by Lita, who
stressed that since teachers are already contented as professionals, they possess good
characteristics of being a teacher, wherein they work energetically, respect their own
judgment, and those authority over them, willing to make decisions, and accept full
responsibility for any course of action.
Segumpan (1995) also stressed that teachers with low morale, avoid making
decisions in accepting challenging responsibilities because they feel that they will
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
46
obtain little or no credit or reward for correct action, or they maybe highly censured
of their mistakes. They dislike their superiors, co-workers, and take little pride in
their profession. They are always unhappy, tardy, worried and pessimistic.
Sison (1991) ascertained that a person with positive attitudes performs his job
willingly and enthusiastically.
Profile of Respondents and Levels of Teachers’ Morale
Besides knowing the level of teachers’ morale, it is the interest of this study
to further ascertain if there are significant differences when they are grouped and
compared according to age, gender, civil status, position, educational attainment,
length of service and performance rating. Table 7 shows the comparisons.
2
Age. Table 7 shows the computed x values of 23.42(administration and
supervision), 20.46 (work status), 25.24 (working conditions), 19.24 (benefits and
2
salary), and 39.81 (personal aspects) are higher than the tabulated x values of 9.49
at .05 level of significance. This means that the hypothesis stating that there are
significant differences on levels of teachers’ morale in terms of age is accepted.
This finding means that the different age groups of the respondents had
different levels of teachers’ morale as to administration and supervision, work status,
working conditions, benefits and salary and personal aspects.
Effects of Levels of Teachers’ Morale on their Job Performance
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47
Based from the findings, majority of the respondents, ages 50 and above had
a higher level of morale than the younger ones particularly on personal aspects when
they were compared according to ages.
This further implies that teacher respondents who are 50 years old and above
were contented with the kind of administration and supervision they have, and were
satisfied with their working conditions. Pay was not primarily a factor in
demoralizing them, and they perceived or showed good characteristics or attitudes
toward their job.
The results also imply that administrators are the key to the success of every
teacher, thus a good teacher results to highly motivated learners.
An administrator builds a higher morale on teachers if they are being
recognized. Teachers perceive satisfaction on their jobs if administrators are behind
them. Moreover, teacher morale is also high in schools if administrators create good
working conditions and provide clear and comprehensive work status.
2
Gender. The computed x value of 9.2 (administration and supervision),
24.51 (work status) 4.9 (benefits and salary), and 3.89 (personal aspects) are higher
2
than the tabulated x value of 3.84 at .05 level of significance. This means that the
hypothesis stating that there are significant differences on levels of teachers’ morale
in terms of gender as to administration and supervision, work status, benefits and
salary and personal aspects is accepted.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
48
2
The computed x value of 0.19 (working conditions), is lower than the
tabulated value at .05 level of significance, therefore the hypothesis stating that there
are significant differences on levels of teachers’ morale in terms of working
conditions is rejected.
Based from the findings, female teachers had a higher level of morale on
administration and supervision, benefits and salary, and personal aspects. This
maybe because most of the administrators in the educational setting are females.
Females are more ambitious or level headed, affectionate and they value their work.
On the other hand, male teachers had a higher level of morale on work status, and
working conditions. This is so because most of the male teachers are simply
contented with the kind of work they have regardless of their positions and benefits
for as long as they are holding a permanent position.
2
Civil Status. The computed x value of the teacher respondents with regard to
their civil status, 5.0 (administration and supervision), and 0.58 (works status), are
2
lower than the tabulated x value of 5.99 at .05 level of significance. This means that
the hypothesis stating that there are significant differences on levels of teachers’
morale in terms of civil status as to administration and supervision, and work status,
is rejected. This means that the married and single respondents had similar levels of
teachers’ morale.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
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2
The computed x value of 9.3 (working conditions), 14.92 (benefits and
2
salary), 13.24 (personal aspects) are higher than the tabulated x value of 5.99 at .05
level of significance. This means that the hypothesis stating that there are significant
differences on levels of teachers’ morale in terms of civil status as to working
conditions, benefits and salary and personal aspects is accepted.
Based from the findings, married teacher respondents may demand a higher
salary and more benefits since they had families to support as compared to the single
teacher respondents.
2
Position. The computed x value of 30.54 (administration and supervision),
25.53 (work status), 38.8 (working conditions), 25.78 (benefits and salary), and
2
48.33 (personal aspects) are higher that the tabulated x value of 9.49 at .05 level of
significance. Therefore the hypothesis, stating that there are significant differences
on levels of teachers’ morale in terms of position is accepted.
This means that the different teacher respondents as to positions had different
levels of teachers’ morale as to administration and supervision, work status, working
conditions, benefits and salary and personal aspects.
Based from the findings, Master Teachers perceived a higher level of morale
than those having a position of Teacher I, II, and III. Perhaps they are now contented
on the administration they have, the salary they receive, their work place, and others.
Effects of Levels of Teachers’ Morale on their Job Performance
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Moreover, Teacher I had the lowest level of morale since they are new, they are still
in the adjustment period and they have the lowest salary bracket.
2
Educational
Attainment. The computed x value of 6.65 (administration and
supervision), 8.32 (working conditions), 14.0 (benefits and salary), 10.02 (work
2
status), and 21.76 (personal aspects), are higher than the tabulated x value of 5.99
at .05 level of significance. This means that the hypothesis stating that there are
significant differences on levels of teachers’ morale in terms of educational
attainment as to administration and supervision, working conditions, benefits and
salary, work status and personal aspects is accepted.
This means that teachers having a bachelors degree had different levels of
morale with those teachers with masteral degree or with Ph.D. units.
Those with masters degree may have a higher level of morale since they have
a higher salary scale as compared to those with bachelors degree holders having
lower salary scale.
2
Length of Service. Based from the findings, the computed x value of 40.54
(administration and supervision), 38.13 (work status), 44.67 (working conditions),
44.21 (benefits and salary), and 30.76 (personal aspects) are higher than the tabulated
2
x value of 12.50 at .05 level of significance. This means that the hypothesis stating
that there are significant differences on levels of teachers’ morale in terms of length
of service is accepted.
Effects of Levels of Teachers’ Morale on their Job Performance
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This implies that the different respondents with more years of teaching had a
higher level of morale than those with fewer years of experience as to administration
and supervision, work status, working conditions, benefits and salary and personal
aspects.
The teachers who have more years in service may have a higher level of
morale than those with fewer years in service because they are already familiar with
their job, they can relate well to their administrators, have higher salary scales and
are contented with their job.
2
Performance
Rating. The computed x value of 15.8 (administration and
supervision), 29.58 (working conditions), 31.36 (personal aspects) 8.95 (work
2
status), and 9.05 (benefits and salary) are higher than the tabulated x value of 5.99
at .05 level of significance. Therefore the hypothesis stating, that there are significant
differences on the levels of teachers’ morale in terms of performance rating is
accepted. This means that teachers with satisfactory rating had lower level of morale
as compared to teachers with very satisfactory and outstanding rating. Teachers with
very satisfactory rating were very much contented on how their administrators
evaluate their performances and also were contented with regard to their work place.
Correlation Between Job Performance and Levels of Teachers’ Morale
Table 8 represents the correlation between job performance and levels of
teachers’ morale.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
52
Table 8. Correlation between Job Performance and Levels of Teachers’ Morale
Aspects Correlation
Value
Description
1. Administration and Supervision
0.43
Moderate
Relationship
2.
Work
Status
0.06
Negligible
Relationship
3.
Working
Conditions 0.06
Negligible
Relationship
4.
Benefits
and
Salary
0.81
High
Relationship
5.
Personal
Aspects
0.04
Negligible
Relationship
Interpretation of Correlation Value: Descriptive Equivalent
0.00 to ± 0.20
negligible correlation/relationship
± 0.21 to ± 0.40
low or slight correlation/relationship
± 0.41 to ± 0.70
marked or moderate relationship
± 0.71 to ± 0.90
high relationship
± 0.91 to ± 0.99
very high relationship
± 1.00
perfect correlation/relationship
Based from the table, there is a moderate relationships between
administration and supervision and job performance with the computed correlation
value of 0.43. This means that job performance of teachers were moderately affected
by the way how their administrators relate, and influence the life and work of
teachers as well as on how morality matters. Good governance results to job
satisfaction of teachers. Supportive administrators give a positive effect on the
Effects of Levels of Teachers’ Morale on their Job Performance
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53
performance of teachers. By acknowledging the works, expertise and knowledge of
the teachers, this gives a positive output on the part of the teachers which also results
as a motivating factor of the teachers to give their best in the teaching and learning
process.
Morale is important in any organization. It is a significant factor in the
success of the organization. In the school, there is a need for the administrator to
create a high morale among his staff. A harmonious relationship between the
administrator and his subordinates is essential to achieve high morale. It is important
for the administrator to understand and get along with his teachers since this is
precisely the primary step in achieving success in carrying out his functions, which is
to implement the goals and objectives of the school.
From the study of Purisima (1986), it was disclosed that teacher’s job
satisfaction is important in quality education. He disclosed further that there are
various practices, conditions and policies in the school especially in the area of
administration and supervision which can influence or affect teachers’ job
satisfaction and loyalty. The author further stressed that there is a desired satisfaction
in the teaching job among the school administrators, teachers, pupils and in the
community
With the computed correlation value of 0.06 and 0.04, Table 8 shows a
negligible correlation between job performance, work status, working conditions,
and personal aspects.
Effects of Levels of Teachers’ Morale on their Job Performance
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This means that the job performance of the teachers was not affected in any
way by their work status, working conditions and personal aspects. Teachers still do
believe that the heart or center of their profession is teaching the learners with the
best of their abilities regardless of their surroundings, nature of their work, status of
their profession and other factors that threaten their work.
This is contrary to the study of Sinclair (1992) where he discovered that the
conditions under which teachers work are often set up in such a way as to deny a
teacher a sense of efficacy, success and self-worth. They found that teacher
frustration and dissatisfaction were commonly related to; lack of recognition for
accomplishments; lack of teacher input into decisions that directly affected their
work; administrative decisions that undermine teacher professional judgement and
expertise; and absence of debate about new or alternative practices.
Otto (1986) in a research work with samples of Australian teachers, has
indicated stressors in the area of the work role, role conflict and ambiguity, lack of
recognition, poor physical environment and resources, lack of control and decision
making power, poor communication, and the emotional demands of teaching. Other
findings pointed out seven stress factors namely: pupil discipline, poor remuneration,
curriculum demands, low professional recognition, poor working conditions,
community antagonisms, and time demands.
There is a high relationship between benefits or salary and job performance
since the computed correlation value is 0.81. This means, that pay does matter.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
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Benefits and salary of teachers really affects the job performance of teachers. Salary
is believed to be a motivating factor for teacher’s retention, job satisfaction and
morale. Basically, in the educational setting in the public sector, one of the demands
of the teachers is an increase of their salary. It has been ten years, since teachers
experienced an across the board increase of their salaries.
Salaries really affect the job performance of teachers. If teachers receive a
higher amount of salary, probably, teachers may be motivated to work more and give
their best in teaching. Whereas, if teachers receive a small amount of salary this may
certainly affect the job of the teacher and he usually shifts to other professions.
This was supported by the report of the School Teachers’ Review Body
(2002) which stated that teachers pay is linked to performance.
On the study of Wick and Bweggs (1971), they supported that on salary and
morale, poor salary can lead to job dissatisfaction. Salary is important to morale when
teachers were asked to rank a series of job factors. In the order of importance in
improving teachers morale, salary was found to be of primary importance. It was
followed by recognition of achievement and good physical plant and equipment.
Ravitch (2003) stated that increasing teachers’ salary will significantly reduce
the retention problem. Higher pay impacts to those who decide to stay in teaching and
who goes looking for greener pastures. Compensation systems signal what skills and
attributes are valued and what kind of contributions reap rewards. Good teachers are
Effects of Levels of Teachers’ Morale on their Job Performance
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being driven away by the poor conditions under which they teach, the lack of
professional respect they are accorded, and scandalously low salary structures.
Effects of Levels of Teachers’ Morale on their Job Performance
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter consist of the summary of the study, the conclusions derived
from its various findings and recommendations.
Summary
The focus of this study is on the levels of teachers’ morale on their job
performance in East District, Valenzuela City. The study determined the demographic
profile of public elementary teachers in terms of age, gender, civil status, position,
educational attainment, length of service, and performance rating; the levels of
teachers’ morale in terms of administration and supervision, work status, working
conditions, benefits and salary, and personal aspects; and the correlation between
levels of teachers’ morale and job performance
This study was conducted during the first semester of 2006-2007.
The instruments used in this study were weighted means, frequency,
descriptive statistics and analysis of variance to derive the expected results.
The findings of the study are the following:
1. The teacher respondents were predominantly female, 30-49 age group,
mostly married, have a position of Teacher I, mostly bachelors degree holders, with
20-24 years in experience and mostly having a very satisfactory performance rating.
Effects of Levels of Teachers’ Morale on their Job Performance
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58
2. The teachers of the different schools in Valenzuela East District claimed
that they had a high level of morale along the following aspects: Administration and
Supervision, Work Status, Working Conditions, Benefits and Salary, and Personal
Aspects.
a. As to age, age bracket 40 and above showed a higher level of morale as to
administration and supervision, work status, working conditions, benefits and salary
and personal aspects as compared to the younger ones.
b. As to gender, the females had a higher level of morale compared to the
males as to administration and supervision, benefits and salary and personal aspects.
c. As to Civil Status, the single teachers had a higher level of morale on
working conditions, benefits and salary and personal aspects as compared to the
married teachers and widowed teachers.
d. As to Position, Master teachers had a higher level of morale on
administration and supervision, work status, working conditions, benefits and salary
and personal aspects as compared to Teacher I, II, III teachers.
e. As to Educational Attainment or Background, the master’s degree holders
had a higher level of morale on administration and supervision, work status, working
conditions, benefits and salary and personal aspects than those with bachelors degree
only.
f. As to the number of years in the service, the teachers’ level of morale
increased as they stay in their job. Those who had been teaching for 20 years and
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
59
above, claimed that they had a higher level of morale as compared to those with 0 -
19 years of service.
g. As to Performance Rating, the teachers with outstanding rating showed a
higher morale as to Administration and Supervision, Work Status, Working
Conditions, Benefits and Salary, and Personal Aspects as compared to teachers with
very satisfactory rating and teachers with satisfactory rating only.
3. There was a moderate relationship between administration and supervision
and job performance; negligible correlation between job performance, work status,
working conditions, and personal aspects while a high relationship existed between
benefits / salary and job performance.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. The teachers of East District of Valenzuela City have different
demographic profiles.
2. The levels of teachers’ morale are high.
3. There are significant differences on the levels of teachers’ morale as to
age, gender, civil status, position, educational attainment, length of service and
performance rating.
4. Benefits and salary have a high correlation with job performance.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
60
Recommendations
Based on the findings and conclusions, the following are recommended:
1. Teachers should strive to finish their master’s and doctoral degrees. They
are also encouraged to attain a higher performance rating of Outstanding.
2. Since majority of the classroom teachers are females, high school male
students can be motivated to enroll in education courses.
3. Teachers with low morale should look at teaching as a service profession
and focus more on developing a sense of loyalty and pride as molders of the minds of
the youth.
4. School administrators are encouraged to seek sources of funding for the
need of the teaches and students, such as audio-visual rooms, comfort rooms and
library services.
5. School administrators should implement policies on teachers’ security of
tenure, appointments according to personal qualities and educational backgrounds and
professional standards.
6. The Department of Education should recommend to lawmakers, possible
increases in the salaries of teachers as well as on benefits like sick leaves with pay as
well as free medical and dental services.
7. Further study can be conducted on the correlation between levels of
teachers’ morale and students/pupils morale
Effects of Levels of Teachers’ Morale on their Job Performance
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61
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RAVITCH, D. 2003. No Dream Denied: A Pledge to America’s Children Summary
Report: National Commission Teacher and America’s Future. New York.
RUIZ, M. B. 1984. Foundation of Administration and Supervision for Philippine
Schools. Manila: Abiva Publishing House.
School Teachers’ Review Body. 2002. Teachers Awarded above-inflation Pay
Increases. Accessed on September 27, 2007 at
http://www.eiro.eurofound.eu.in/2002/03/feature/uko203102f.html
SENAGAL, D. 2000. World Education Forum – Enabling Teachers to Enable
Learners. United Nations Educational, Scientific and Cultural Organizations.
Accessed on August 27, 2006 at http://www.unesco.org./education/efa
SEGUMPAN, R. F. 1995. Teachers’ Morale and the School Administrator. The
Philippine Journal of Education, LXXIV (4).
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http://www.edfac.usyd.edu.als/LocaleResource/Study/Sinclairemorale/html
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65
UNWARY, A., and TURNER, H.E., 1985. Correlation of Teachers’ Morale in
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VASON, BRONLIKIT, 1976. Teachers’ Participation in Educational Decision
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Dissertation. Saint Louis University. Pp. 37
WICK, J., and D. BWEGGS. 1971. Evaluation for Decision Making in the School.
New York: Houghton Mifflin Company. Cited by Maya p. 147, 159.
WILES, K. 1981. Supervision for Better Schools, 3rd Edition. New Jersey: Prentice
Hall, Inc.
WOODWARD, WILL. 2003. Workload Hits Teacher Morale. Education Guardians
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Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
66
Appendix A
Letter of Permission to Schools Division Superintendent
Department of Education
National Capital Region
Division of City Schools – Valenzuela
Valenzuela City
May 3, 2006
ALMA BELLA O. BAUTISTA
Schools Division Superintendent
Division of Valenzuela City
Valenzuela City
Madam:
Greetings of peace and joy!
The undersigned, a student of the Graduate School of Benguet State
University, La Trinidad, Benguet is presently doing a research on: Effects of
Levels of Teachers’ Morale on their Job Performance in Valenzuela East
District, Division of Valenzuela City.
In this regard, I would like to request your kind permission to
administer my questionnaires to the teachers of East District, Valenzuela
City. As a graduate of public school, I believe that this study will aid the
survival and growth of my alma mater as well as other schools.
Thank you very much and I await your favorable response to this letter
of request.
Very truly yours,
WALTER H. FABRO
Noted:
MARYJANE L. LARUAN, Ph. D.
Adviser
TESSIE M. MERESTELA, D. Agr.
Dean, Graduate School
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
67
Appendix B
Letter of Permission to Principals
Department of Education
National Capital Region
Division of City Schools – Valenzuela
Valenzuela East Disrtrict
Valenzuela City
May
3,
2006
AIDA R. SAN JUAN
Coordinating Principal
Valenzuela East District
Madam:
I have the honor to request from your good office permission to administer
questionnaires to all schools in your district.
This in connection with my research entitled: Effects of Levels of
Teachers’ Morale on their Job Performance in Valenzuela East District,
Division of Valenzuela City.
Thank you and hoping for your kind consideration.
Very truly yours,
WALTER H. FABRO
Researcher
Noted :
MARYJANE L. LARUAN, Ph. D.
Adviser
Recommending Approval :
TESSIE M. MERESTELA, D. Agr.
Dean, Graduate School
Approved:
ALMA BELLA O. BAUTISTA
Schools Division Superintendent
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
68
Appendix C
Letter to Respondents
Department of Education
National Capital Region
Division of City Schools - Valenzuela
Valenzuela City
May 3, 2006
Dear Respondents:
The undersigned is conducting a study in connection with his masteral
thesis “Effects of Levels of Teachers’ Morale on their Job Performance in
Valenzuela East District, Division of Valenzuela City”.
May I request your full cooperation in answering the questionnaire in
order to gather data.
Your frank and honest opinion is very important and valuable in the
successful completion of this undertaking. There are no wrong answers but
please do not leave any item unanswered.
Thank you very much.
Very truly yours,
WALTER H. FABRO
Noted :
MARYJANE L. LARUAN, Ph. D.
Adviser
TESSIE M. MERESTELA, D. Agr.
Dean, Graduate School
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
69
Appendix D
Questionnaire
Name of respondent : (optional) _____________________________________
School : ________________________________________________________
A. Demographic Profile
1. Age
20-29 ( )
40-49 ( )
60 and above ( )
30-39 ( )
50-59 ( )
2. Gender
Male ( )
Female
( )
3.
Civil
Status
Single
(
)
Married
( )
Legally
Separated
(
)
Widow /er
( )
4.
Position
Teacher
I
(
)
Teacher
II
(
)
Teacher
III
(
)
Master Teacher I
( )
Master
Teacher
II
(
)
Others,
Pls.
Specify
____________________
5. Educational Attainment / Background
Ph.
D.
/
Ed.
D.
(
)
Masteral
with
Doctoral
Units
(
)
Bachelors
Degree
(
)
Master of Arts
( )
Bachelors Degree with MA Units
( )
Others,
Pls.
Specify
___________________
6. Number of years in the service (Teaching)
1-4
( )
15-19 ( )
20-24 ( )
30 and above ( )
5-9
( )
10-14 ( )
25-29 ( )
7. Latest Performance Rating (SY-2005-2006)
O – Outstanding
VS – Very Satisfactory
S – Satisfactory
F – Fair
NI – Needs Improvement
US
–
Unsatisfactory
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
70
B. Below is a checklist of areas which affect your morale. Opposite each item are
five (5) columns where you will evaluate to what level your morale is. Check the
appropriate item that applies to you.
5 – Very High 4 – High
3 – Moderate 2 – Low 1 – Very Low
LEVELS OF TEACHERS MORALE:
Very High Moderate Low Very
High
Low
1. Administration and Supervision
5 4
3 2
1
a. Opportunities to apply educational preparation ( )
( )
( ) ( )
( )
b. Opportunities for developing sense of
responsibility and leadership
( )
( )
( ) ( )
( )
c. Freedom to present problems, complaints
without fear of harassment
( )
( )
( ) ( )
( )
d. Satisfaction with the administration and
Supervision
( )
( )
( ) ( )
( )
e. Orientation procedure to new personnel ( )
( )
( ) ( )
( )
f. Opportunities for independent thought and
action ( )
( )
( ) ( )
( )
g. Employee involvement and participation
in decision making
( )
( )
( ) ( )
( )
h. Opportunities to stimulate group loyalty and
team spirit
( )
( )
( ) ( )
( )
i. Ability to influence institutional policy
( )
( )
( ) ( )
( )
j. Opportunities to rate/evaluate the administration
in your school
( )
( )
( ) ( )
( )
k. Others, pls. specify ___________
( )
( )
( ) ( )
( )
2. Work Status
a. Appointment and placement according to
educational qualification and competencies ( )
( )
( ) ( )
( )
b. Security of tenure
( )
( )
( ) ( )
( )
c. Clear policies on promotion and tenure
( )
( )
( ) ( )
( )
d. Notification of promotional opportunities
( )
( )
( ) ( )
( )
e. Attainment of high professional working
standards
( )
( )
( ) ( )
( )
f. Outlets for creative inclination or special
abilities (singing, dancing, etc.)
( )
( )
( ) ( )
( )
g. Satisfaction in being able to contribute to
society
( )
( )
( ) ( )
( )
h. Others, pls. specify________________
( )
( )
( ) ( )
( )
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
71
3. Working Conditions
a. Cleanliness of surroundings and other services ( )
( )
( ) ( )
( )
b. Information system (personal directory,
telephone, computer, etc.)
( )
( )
( ) ( )
( )
c. Professional services (legal guidance and
counseling, etc.)
( )
( )
( ) ( )
( )
d. Teaching loads and schedules
( )
( )
( ) ( )
( )
e. Faculty room/office
( )
( )
( ) ( )
( )
f. Classrooms
( )
( )
( ) ( )
( )
g. Audio-visual rooms
( )
( )
( ) ( )
( )
h. Comfort rooms
( )
( )
( ) ( )
( )
i. Library services and facilities
( )
( )
( ) ( )
( )
j. Respect and prestige in the profession
( )
( )
( ) ( )
( )
k. Fulfillment of personal ambition
( )
( )
( ) ( )
( )
l. Involvement in cooperative undertakings
(projects, exhibits, culminating activity, etc.) ( )
( )
( ) ( )
( )
m. Friendly and supportive relationship rather
than being primitive and threatening
( )
( )
( ) ( )
( )
n. Others, pls. specify _________________
( )
( )
( ) ( )
( )
4. Benefits/Salary
a. Sick leave with pay
( )
( )
( ) ( )
( )
b. Medical, dental hospitalization benefits
( )
( )
( ) ( )
( )
c. Maternity leave with pay
( )
( )
( ) ( )
( )
d. Clothing allowance
( )
( )
( ) ( )
( )
e. Bonuses
( )
( )
( ) ( )
( )
f. Establish salary scales based on position,
educational qualifications & experience
( )
( )
( ) ( )
( )
g. Longevity pay
( )
( )
( ) ( )
( )
h. Annual review of salary
( )
( )
( ) ( )
( )
i. Salary adjustment
( )
( )
( ) ( )
( )
j. Salary given on time
( )
( )
( ) ( )
( )
k. Others, pls. specify ________________
( )
( )
( ) ( )
( )
5. Personal
a. Committed to educating the young
( )
( )
( ) ( )
( )
b. Enjoys the company of my co-workers
( )
( )
( ) ( )
( )
c. Works energetically, cheerful and helpful
( )
( )
( ) ( )
( )
d. Loyal to school I am presently assigned
( )
( )
( ) ( )
( )
e. Willing to make decisions
( )
( )
( ) ( )
( )
f. Likes and respects those in authority over me ( )
( )
( ) ( )
( )
g. Contented with my profession
( )
( )
( ) ( )
( )
h. Expects to continue and retire in my
profession
( )
( )
( ) ( )
( )
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
72
i. Always come on time
( )
( )
( ) ( )
( )
j. Always present in my work
( )
( )
( ) ( )
( )
k. Accept challenging tasks
( )
( )
( ) ( )
( )
l. Have great pride in my profession
( )
( )
( ) ( )
( )
m. Optimistic
( )
( )
( ) ( )
( )
n. Others, pls. specify ___________________ ( )
( )
( ) ( )
( )
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
73
BIOGRAPHICAL SKETCH
Walter H. Fabro is the second child of Mr. Rogelio G. Fabro and Mrs. Pat H.
Fabro. He was born on February 25, 1978.
He finished his elementary education at Lucban Elementary School in
Baguio City, and his secondary education at Pines City National High School.
He finished his Bachelors degree at Saint Louis University, Baguio City
where he took Bachelor of Elementary Education, with specialization of Computer
Education.
He was employed right away after graduation at Don Bosco Elementary
School. After three years of teaching in the said school he decided to apply for a
permanent position in the public school.
At present he is now teaching at Bignay Elementary School in Valenzuela
City. He serves as a Grade Six teacher with teaching loads in Mathematics and
MSEP.
On August 2003 up to the present, he was appointed as District and School
MSEP coordinator, Personnel and Faculty Officer in the same school, appointed
secretary of the VEPESTA (Valenzuela East Public Elementary School Teachers
Association) and a Board of Director of Bignay Elementary School Cooperative.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
WALTER H. FABRO, April 2007. Effects of Levels of Teachers’ Morale on their
Job Performance in Valenzuela City. Benguet State University, La Trinidad Benguet.
Adviser : Mary Jane L. Laruan, Ph. D.
ABSTRACT
This study was conducted to determine the levels of teachers’ morale on their job
performance in Valenzuela City. Specifically, it determined the demographic profile of
the respondents, levels of teachers’ morale as to administration and supervision, levels
of teachers’ morale as to work status, levels of teachers’ morale as to working
conditions, levels of teachers’ morale as to benefits and salary, levels of teachers’
morale as to personal aspects, and correlation between levels of teachers’ morale and
their job performance.
Two hundred ninety (290) teachers from eight (8) schools were respondents from
East District of Valenuzuela City. Data were organized and subjected to statistical
computations using frequency count, percentage, computation of mean scores, ranking,
Friedman’s two-way analysis of variance by ranks and Spearman rank correlation
coefficient.
The findings showed that all the teachers in East District of Valenzuela City had a
high level of morale in terms of administration and supervision, work status, working
conditions, benefits and salary, and personal aspects. No significant differences were
exhibited by the respondents’ level of morale along gender, in terms of working
conditions, civil status, in terms of administration and supervision and work status. There
were significant differences in age, position, educational attainment, length of service,
and performance rating when grouped according to variables. There was a high
relationship between job performance and levels of teachers’ morale on benefits and
salary. A moderate relationship was observed between job performance and levels of
teachers’ morale on administration and supervision.
ii
TABLE OF CONTENTS
Page
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
INTRODUCTION
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Importance of the Study . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
Scope and Delimitation of the Study . . . . . . . .. . . . . . . . . . . . . . . . . . . . .
7
REVIEW OF LITERATURE
Levels of Teachers’ Morale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Correlation between Teachers’ Morale
and their Job Performance . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .
18
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 24
Hypotheses of the Study . . . . . . .. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .
26
METHODOLOGY
Locale and Time of the Study . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .
27
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
iii
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . .
31
Data Gathering Procedure . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .
31
Statistical Analysis . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . .
32
RESULTS AND DISCUSSION
Levels of Teachers’ Morale on Administration and Supervision . . . . . . .
35
Levels of Teachers’ Morale on Work Status . . . . . . . . . . . . . . . . . . . . . . .
38
Levels of Teachers’ Morale on Working Conditions . . . . . . . . . . . . . . . .
40
Levels of Teachers’ Morale on Benefits and Salary . .. . . . . . . . . . . . . . .
42
Levels of Teachers’ Morale on Personal Aspects . . . . . . . . . . . . . . . . . .
44
Profile of Respondents and Levels of Teachers’ Morale . . . . . . . . . . . . .
46
Correlation Between Job Performance and
Levels of Teachers’ Morale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
51
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
57
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
59
Recommendations . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
60
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
APPENDICES
A. Letter of Permission to Schools Division
Superintendent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
B. Letter of Permission to Principals . . . . . . . . . . . . . . . . . . . . . . . . .
67
C. Letter to the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
68
D. Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
iv
1
INTRODUCTION
Background of the Study
The 1991 EDCOM Report underscored the important role teachers play in
effecting improved and better quality education for the nation.
The prevailing sentiment among public school teachers is that they are over
worked and underpaid. They perceive that they are convenient menials for numerous
non-teaching activities which detract them from their primary responsibility of
teaching.
Moreover, teachers are not adequately provided with the required
instructional facilities that would enable them to perform effectively. Consequently,
most of them have to use their money to obtain administrative supervision which
results in the deterioration of the quality of teaching and the lowering morale of
teachers. (EDCOM Report, 1991)
According to the report, the compensation package for teachers both in the
public and private schools, and particularly for the first and second levels of
education was relative low to the required income that would adequately provide the
basic needs of a family. With this salary, graduates usually shy away from taking
teaching as a profession.
To improve the level of compensation of teachers, EDCOM recommended
the increase of the minimum basic salary of public elementary teachers.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
2
In response to the recommendation, former education secretary Ricardo T.
Gloria in his speech at the First National Forum of parents, children, and educators
on December 4, 1997, he assured that public school teachers would be fairly paid
and get job satisfaction through the release of a monthly salary of about P10,000.00.
A good compensation, he stressed, makes teaching an attractive profession.
Work satisfaction as Orlich (1989) pointed out can be found in rewards that
flow directly from the performance of one’s tasks. This includes recognition
associated with the successful completion of an assigned task and adequate
opportunities for professional advancement and growth.
When an employee performs his job willingly and enthusiastically, he is said
to be satisfied with his work and his morale is high. Sison (1991) postulates that
morale is the mental attitude which makes an individual perform his job with
satisfaction or dissatisfaction. It is a state of mind which, though intangible, can be
manifested by the worker’s manner and reaction to his job, his working conditions,
the group’s policies and programs, his fellow workers, his supervisors, his
compensation, his opportunities for advancement, and his general working
environment.
Others define morale as the absence of conflict, a feeling of happiness, good
personal adjustments, and the extent of cohesiveness of “we” feeling of a group to
the extent to which there is personal acceptance of the goals of the group.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
3
To have globally competitive citizens, there is a need to upgrade the
educational system. More than schools and other physical facilities, the teachers are
the most important factors. They are central in all teaching activities. They can hold
classes under the trees but they cannot have effective instruction unless they are
well-trained and competent.
Teachers are also among the country’s most important human resources
because they take the role of leading the young to become useful, upright and law
abiding members of the society. Their role is to serve as value developer, model and
advocate. They act as adviser, facilitator, friend, and parent to the youth. In other
words, they are change agents. Their objective is to train the young minds not only
on the three (3) R’s but also to develop worthwhile values.
Throughout history, schools have been expected to transmit values. Thus,
teachers who spend most of their time with their students among all educational staff
are expected to portray desirable values worth emulating. It has been said that the
work values of teachers affect the quality of learning of their students.
At present, the country is threatened by the gradual exodus of teachers to
other countries because of more attractive offers. If this continues, who will be left to
educate the Filipino youth? How can the government convince teachers to stay? In
the past years, the country has given away competent nurses, doctors, engineers and
other skilled workers. Will it also give away the teachers who perform one of the
most critical tasks in society – that of teaching the youth?
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
4
It is then the aim of the researcher to study the effects of levels of teachers
morale and their job performance that would help in the attainment of quality
education in the Philippines.
Statement of the Problem
This study is intended to analyze and evaluate the effects of levels of
teachers’ morale and their job performance in East District, Valenzuela City.
Specifically, it attempted to answer the following questions.
1. What is the demographic profile of teachers in East District of Valenzuela
City as to:
a. Age
b. Gender
c. Civil Status
d. Position
e. Educational Attainment/Background
f. Number of years in the service (Teaching)
g. Latest Performance Rating
2. What are the levels of teachers’ morale in terms of:
a. Administration and Supervision
b. Work Status
c. Working Conditions
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
5
d. Benefits / Salary
e. Personal Aspects
3. What is the correlation between levels of teachers’ morale and job
performance?
Objectives of the Study
The general objective of this study is to assess the effects of levels of
teachers’ morale on job performance of teachers in the public elementary schools in
East District, Valenzuela City. More specifically, the study aimed to determine the:
1. Demographic profile of public elementary teachers in East District,
Valenzuela City in terms of:
a. Age
b. Gender
c. Civil Status
d. Position
e. Educational Attainment/Background
f. Number of years in the service (Teaching)
g. Latest Performance Rating
2. Levels of teachers’ morale in terms of:
a. Administration and Supervision
b. Work Status
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
6
c. Working Conditions
d. Benefits/Salary
e. Personal
3. Correlation between levels of teachers’ morale and their job performance.
Importance of the Study
The study hopes to report the present morale status of elementary grade
teachers and relate it to their over-all job performance. In doing so, intervention
measures maybe proposed to raise the levels of teachers’ morale from its present
status in order to improve instruction which in the long run will redound to the
benefits of the pupils and the system as a whole.
The findings of the study may serve as an eye-opener for school
administrators to improve personnel management for quality instruction and better
output.
Identifying the indicators of morale may guide school administrators in
planning and implementing programs for teachers. It is hoped that administrators
create an environment in the organization that is stimulating and encouraging and set
the stage for the development of morale among their teachers.
The teachers, who are beneficiaries of the findings of this study, may gain a
deeper perspective of what and how they are doing as professionals. That is, they
may stay in the profession because they consider it as a vocation and not as a job;
Effects of Levels of Teachers’ Morale on their Job Performance
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that they continue to find fulfillment and personal growth from the challenges that
the teaching profession offers.
The researcher may gain invaluable experiences and insights from this study.
He hopes to acquire a better perspective of the teaching profession and gain a more
meaningful outlook about his profession.
Researchers may use the findings of this study for further investigation along
relevance and significance in education and educational management.
Scope and Delimitation of the Study
This study determined the effects of levels of teachers’ morale on their job
performance in East District of Valenzuela City during the first semester of school
year 2006-2007. The respondents were 290 elementary teachers in the public
schools.
The study focused mainly on the following: demographic profile of public
elementary teachers in terms of age, gender, civil status, position, educational
attainment/background, number of years in the service (teaching), and latest
performance rating; and levels of teachers’ morale in terms of, administration and
supervision, work status, working conditions, benefits/salary, and personal aspects. It
also included the correlation between levels of teachers’ morale and their job
performance.
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REVIEW OF LITERATURE
This chapter presents the literature and studies pertaining to the levels of
teachers’ morale in different aspects.
Administration and Supervision
Lumsden (1998) stated that an important part of any individual’s job is a
feeling of self-worth. Employees experience higher levels of morale when they
perceive that this contributions are valued and appreciated. A higher level of
dedication results when employees feel that they have an active voice in issues that
directly affect them.
Blasé and Kirby (1992) wrote that by treating teachers in ways that empower
them, such as involving them in decisions about policies and practices and
acknowledging their expertise, administrators can help sustain teachers’ morale.
Principals can also strengthen teacher morale by actively standing behind teachers.
Effective Principals serve as guardians of teacher’s instructional time, assist teachers
with student discipline matters, allow teachers to develop discipline codes, and
support teachers’ authority in enforcing policy.
Acknowledging and supporting teachers begins at the campus level.
Principals have the ability to improve morale by listening to them and supporting
them. Involving teachers in decision making processes validates the teachers and as a
result has a positive effort on morale levels with the teachers and among the staff.
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Hunter-Boykin and Evans (1995) stated that high morale doesn’t always
contribute to high productivity. It doesn’t always follow that happy teachers are
necessarily the most productive. They say that high morale includes low turn over,
absenteeism, and a better academic environment of instruction. According to them,
principals are the ones who are primarily responsible for motivating teachers in
achieving their organizational goals.
Maehr, Midgley and Undan (1993) presented that people who feel
empowered tend to have a higher morale. People personally invested in their work
with an organization when (1) they have a voice in what happens to them; and (2)
their work has meaning and significance in contributing to a high purpose or goal.
By treating teachers in a way that empower them, such as involving them in
decisions about policies and practices and acknowledging their expertise,
administrators can help sustain teacher morale.
Bentley and Rempel (1980) wrote that the principal has a key role to play in
developing and enhancing morale. Management associated with high morale is likely
to be participative and supportive, and to occur when motivational and
communication forces are strong, interaction is warm and close, decision making and
goal setting are shared, control processes are collegial and achievement is
emphasized and recognized.
Principals’ administrative practices have also been found to be related to
teachers’ morale. Creed and Erns (1979) categorized leadership style as either
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directive (leader decides what is to be done and how it is to be done), achievement-
oriented (leader expresses clearly before taking actions or treats subordinates as
equals in making decisions) autonomous environments. They were also more likely
to feel that the staff members were recognized for a job well done, that their
administration was supportive and caring, that teachers in their school participate in
making important instructional practices with teachers, and that there is a great deal
of cooperative effort among the staff.
Black (2001) emphasized clearly, that building teacher morale requires more
than compliments, plaques, and one-time events. In addition to token rewards,
researchers say, school leaders, especially principals need to give teachers a voice,
encourage them in their day-to-day responsibilities, strong support systems, and a
sense that work is significant. According to a 1998 report published by the ERIC
Clearing House on Educational Management, teacher morale is higher in schools
where principals create a positive school culture and climate. Principals, the report
says, are the key to improving teachers’ morale because they “control many of the
contingencies in the work environment and are the source of much reinforcement for
teachers”.
Work Status
Gilbert & Tang (1998) suggested that a lack of predictability and safety in
organizational relationship results to low organizational commitment, decreased
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human relations and organizational performance, low employee morale and product
quality and increased absenteeism and turn-over.
In terms of organizational factors, teachers and others worldwide feel
especially burdened by time constraints, which translates into emotional exhaustion,
low morale and job satisfaction (Black, 2001). Other pressures, teachers report
include excessive workloads and low salaries. Insufficient classroom resources can
also lead to stress, as can large classes, administrative bureaucracy, lack of
involvement in decision making and few opportunities for promotion or
advancement.
Dakar (2000) on the status of teachers reports that teacher organizations are
unanimous in stating that the status of teachers has declined, often drastically, in
recent years. This decline is due both to material and non-material factors. It is clear
that the vast majority of teachers believe that they do not receive the moral support
and material recognition appropriate to their level of qualifications and
responsibilities to learning conditions for the students. A school environment that
allows teachers to do a good job will automatically improve the learning conditions
of the students.
It is essential to provide at least the basic teaching equipments and materials
in each school. Studies have reported a consistent relationship between pupil
achievement and the availability of books.
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As cited in an article in the internet, the society depends upon teachers to
mould responsibilities of children and youth so that they can contribute to the
spiritual, moral, social, cultural and economic progress of the community. At
present, morale in the teaching profession is relatively low. The public perception is
that the teaching profession is not lucrative. Low salaries and poor working
conditions in many schools contribute to this perception.
Working Conditions
According to Lumsden (1998), teachers are being stretched to the limits.
Expectations placed on them, seem to be expanding exponentially. Increasingly, their
morale encompasses not only teaching specific content and mentoring students in the
love of learning, but functioning as frontline social workers.
Parks (1983) emphasized that teachers are expected to deal with a
smorgasbord of broader social problems that find their way into the classroom. Many
other pressures plague teachers, prompting Parks to ask, “How does one compensate
professionals for inadequate books and supplies, large classes, disruptive students,
public criticisms, limited assistance, increased duties, and the lowest salaries paid to
highly educated personnel in the nation?”
There are both internal and external reactions to low morale as Briggs and
Richardson (1992) stated in the study they have done. The internal characteristics
were confusion, insecurity, frustration, lack of confidence, fear of supervision and an
attitude of futility. As a result of low morale, the educators would resist change, and
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the school would have a high rate of teacher absenteeism. Low morale is associated
with an individual’s attitude, self-esteem, and self-concept. They also state that these
internal feelings may result to external reactions. They also address the possible
external reactions to or effects of low morale. These reactions refer to relationships
with other teachers and administrators. These external reactions could result from
some internal feelings of educators, such as insecurity, frustrations, and lack of
confidence. Educators with low morale would be engaged in backbiting, open
hostility, bickering, communicating resentments, forming cliques, and generally
showing a lack of consideration for others. In addition, the educators recognized that
a number of teachers would react to low morale by resigning their positions, thus
causing high teacher turnover.
Ingersoll (1992) stated that teacher shortages are not much a result of lack of
supply as they are a problem with retention. Recruiting more teachers is not the
solution to filling the vacancies that schools are experiencing. Rather, addressing the
issues that are underlying the teachers’ decisions to leave and work towards solutions
and find more effective means of solving the problem. Obviously, this would not
result in a zero turnover rate; however, it would greatly reduce the percentages of
turnover and the result would be positive from a staffing standpoint as well as from a
morale perspective. Despite the fact that replacing more experienced teachers with
less experienced teachers would keep down salary costs; high turnover does not
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come without a price. As with business, new employees must be trained and that is
an expense that the employer must incur.
Hunter-Boykin and Evans (1995) stated that high morale doesn’t always
contribute to high productivity. It doesn’t always follow that happy teachers are
necessarily the most productive. They go on to say that high morale includes low
turnover, less absenteeism, and better academic environment for instruction.
According to them, principals are the ones who are primarily responsible for
motivations of teachers toward achieving their organizational goals.
Ducay (1982) in her study concluded that it is possible to determine the
quality of morale by careful observation of the way people act. High morale maybe
inferred on how freely faculty members bring their tension and problems out into the
open at faculty meetings.
In order to build morale, she further enumerated the following wants that
have to be met among teachers: security and comfortable living, pleasant working
conditions, a sense of belongingness, fair treatment, a sense of achievement, a
feeling of importance, a part in policy formulation, and a feeling of self-respect.
Benefits and Salary
Senegal (2000) wrote that one factor affecting teacher motivation and
commitment to teaching is the financial remuneration. Real salary rates in low-
income countries have deteriorated in recent years. In many countries, salaries are
not paid regularly, with delays often to several months. Consequently, many teachers
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are focused to look for other jobs in addition to teaching and some are driven to
leave teaching altogether.
Ravitch (2003) emphasized that increasing teacher’s salary will significantly
reduce the retention problem. Pay matters counts to those who decide to stay in
teaching and those who go out looking for greener pastures. Compensation systems
signal what skills and attributes are valued and what kinds of contributions reap
rewards. Good teachers are being driven away by the poor conditions under which
they teach, the lack of professional respect they are accorded, and the scandalously
low salary structures.
Black (2001) reported that close to one-third of the states have teachers who
work at extra jobs during the school year. On the average, teachers moonlight on
extra 10 or more hours a week at such job as tutoring, selling and the like. Although,
they feel they have to earn additional income to cover expenses, these teachers say
they know that the extra hours are bad for morale and they would like to quit after-
school jobs.
According to a CNN Report, a bad combination are: the worst school, the
worst students and the newest teacher. This frequent mix helps solve a teacher
shortage that’s driven some school districts to cancel classes and invent incentives to
lure instructors.
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A recent survey in Education Week, a magazine that covers professional
educational issues from preschool to high school, revealed that 20 percent of new
teachers leaves the classroom after three years, and 50 percent quits after 5 years.
Inadequate mentoring, weak retention practices and retirement siphon
teachers, increased responsibilities and low salaries stop new ones at the entrance.
It’s a problem that leaves the teaching pool with more holes in a rusted bucket and
in need of an estimated 2 million by 2011.
And while responsibilities of teachers are multiplying, their salaries are not.
The average salary for teachers in 2000 was the lowest in four decades. School
districts throughout the country have crafted a variety of incentives to attract
potential teachers, including reduced rent in school-owned buildings, restaurant
discounts and gym memberships.
More so, money won’t solve the other shortages that school districts face.
School principals and district superintendents are also in high demand and low
supply. The demands of all-purpose schools force administrators to juggle
burgeoning curricula, low test and state assessment tests.
Personal Aspects
According to Gilbert & Tang (1998), a group’s cohesiveness is measured by
the degree to which a group sticks together, or by the strength of a group member’s
desire to remain part of his or her work group. Cohesion is enhanced by severity of
initiation into the group, perceptions of a “common enemy” or external threat, time
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spent together, and a history of group success. In a cohesive group, members feel
attracted to one another and the group as a whole, and the group becomes an
important source of information sharing. A feeling of inclusion in one’s work group
may yield benefits of greater organizational understanding.
This greater organizational understanding can have a broad range of positive
impacts on the functioning of the organization from stability to the bottom line. It has
been stated that individual’s trust. “Trust has been labeled as a significant predictor
of satisfaction with supervision and performance appraisal. Four basic factors breed
trust: (1) open communication, (2) giving workers a greater share in decision
making, (3) sharing of critical information, and (4) true sharing of perceptions and
feelings. Organizational trust, job satisfaction, and organizational attachment affect
the employee attitudes. Furthermore, some have suggested that job satisfaction is
one of the many components comprising organizational commitment.
Research also suggested that a lack of predictability and safety in
organizational relationships results in low organizational commitment, decreased
human relations and organizational performance, low employee morale and product
quality, and increased absenteeism and turnover. If employees feel betrayed by
management, they may engage in even more destructive organizational behaviors,
such as neglect, or in extreme cases, sabotage. Therefore, group cohesion relates
directly to job satisfaction namely through human relations with fellow employees
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and supervisors. These factors, in turn, can have drastic effects on overall
organizational performance.
Mishra & Morrisey (1990) stated that open communication breeds trust
which in turn aids in cohesiveness and satisfaction. “The more that an individual is
part of the channels providing essential information, the more he or she may
experience organizational trust”.
Gilbert & Tang (1998) stated that information flows to employees through
informal networks and work cohesion. Information not available through formal
means, such as official company memoranda and formally prescribed working
relationships, is transmitted through social integration and mentoring. Social
integration is a multi-dimensional construct, including the factors of attraction to the
group and heightened social interactions among members. Benefits from increased
organizational communication provided by social integration and mentoring include
material resources, job mobility information, functional expertise, and political
information. Consequently, access to organizational communication channels has
been suggested to enhance organizational trust, job satisfaction, and group cohesion.
Correlation between Levels of Teachers’ Morale and their Job Performance
Turney, Hatton, Laws and Smith (1992) presented that teacher satisfaction is
an important element in influencing school morale, and that school goals and
individual teacher goals go hand in hand. Management associated with high morale
is likely to be participative and supportive, and occur when motivational and
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communication forces are strong, interaction is warm and agreeable, decision
making and goal setting are shared, control processes are collegial, and achievement
is emphasized and recognized. The major management roles of the principal are
planning, organizing, communicating, motivating and controlling, therefore, all are
important for school morale.
Black (2001) reported that where teacher morale is high, students typically
show achievement. But when teacher morale sinks, achievement drops and other
problems come to the surface. Low teacher morale usually leads to indifference
toward others; cynical attitudes toward students; better initiative when it comes to
preparing lesson plans and other classroom activities; preoccupation with learning
teaching for a better job; increased use of sick leave; and bouts of depression.
Discouraged teachers are a drain on a school system, but more important, teachers
with unhealthy attitudes often are a symptom of an unhealthy school organization.
Macmillan (1999) suggested that teachers who are satisfied with their job
also have higher degrees of professional competence. They feel qualified in terms of
their knowledge of subject matter and their teaching skills, and they feel secure about
classroom management. But school administrators also control a large portion of
teachers’ job satisfaction and morale. For instance, teachers who are happy in their
positions tend to report that their administrators respect and value their input on
innovative school programs and keep “administrivia” – such as paper work, and
extra duties to a minimum. Macmillan notes, that teachers have more job satisfaction
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and higher morale. In schools where the atmosphere feel isolated, they tend to have
less job satisfaction and lower morale.
A healthy school environment and high teacher morale tend to be related. A
principal’s ability to create a positive school climate and culture can affect teacher
morale. As Adams (1992) stated, “Principals who can control many of the
contingencies in the work environment are the source of much reinforcement for
teaching behavior, are the keys to improving the morale and self-esteem of teachers.”
Miller (1981) notes that teachers morale “can have a positive effect on pupil
attitudes and learning.” Raising teacher morale level is not only making teaching
more pleasant for teachers, but also learning more pleasant for the students. This
creates an environment that is more conducive to learning.
Morale and achievement are also related. Ellenberg (1972) found that “where
morale is high, schools showed an increased in students achievement.”
In short, Mendell (1987) noted that the morale of teachers can have far-
reaching implications for “student learning, the health of the organization, and the
health of the teachers.”
Conceptual Framework
Numerous studies have suggested that teachers’ morale affect their work
performance. Glueck (1984) stated that work attitudes usually contributes to
effective performance.
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Most researchers assert that high morale produces quality performance and
successful operation of a school. Teachers with high morale tend to exhibit increased
productivity, improved quality of work, and improve organization effectiveness.
Sison (1991) had pointed out that teachers with low morale manifest poor
production, high rate of absenteeism, and high rate of grievances.
Teachers’ morale, according to a number of studies and reviews, can be
enhanced. School administrators, by virtue of their position, can function as morale
builder or booster. It is assumed that when morale is boosted, improved job
performance by teachers can be expected to ensue.
Macmillan (1996) in a review of teachers’ job satisfaction as it pertains to
work place conditions, gave the different effects that two types of schools have on
teacher morale. Traditional, rigid, bureaucratically administered schools result to low
teacher commitment and job satisfaction, but progressive and flexible schools that
use collaborative problem-solving strategies promote a feeling of affiliation with the
school and raise teacher morale.
As shown in Figure 1, there are three major variables namely: the
independent variables, dependent variables and the moderator variables. The
independent variables are teachers’ morale which include administration and
supervision, working conditions, work status, benefits/salary and personal. The
dependent variables include the performance rating and correlation between levels of
teachers’ morale and job performance.
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The relationship between the two variables are mediated by certain relevant
demographic characteristics. These are the respondents age, sex/gender, civil status,
position, educational attainment/background, number of years in the service, and
latest performance rating.
From the interplay of these three variables, it is expected that teachers may
gain a deeper perspective on how they are performing as professionals. For the
administrators, it provides them insights as they continuously work for the
improvement of quality working life for the teachers.
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Independent Variables
Dependent Variables
Levels of Teachers’
Morale
5 - Very High
4 – High
3 – Moderate
2 – Low
1 – Very Low
Teachers’ Morale
Performance Rating
1. Administration and
O – Outstanding
Supervision
VS – Very Satisfactory
2. Work Status
S – Satisfactory
3. Working Conditions
US - Unsatisfactory
4. Benefits and Salary
P - Poor
5. Personal Aspects
Correlation
5 - Very High
4 – High
3 – Moderate
2 – Low
1 – Very Low
Moderator Variables
Demographic Profile
- Age
- Gender
- Civil Status
- Position
- Educational Attainment
- No. of years in the service
- Latest Performance Rating
Figure 1. Paradigm of the study showing the interrelationship of variables
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Definition of Terms
Administration. The persons, who make up a body for the purpose of
administering something.
Benefits. They refer to anything that contributes to an improvement in
condition, advantage; help; any public performance, bazaar, dance, etc. where the
proceeds of which are to help a certain person, group, or cause.
Compensation. It is anything given as an equivalent, or to make amends for a
loss, damage, wages or remuneration.
Correlation. It is a statistical measure of how the levels of teachers’ morale
are related to job performance. The scale used is Very High, High, Moderate, Low
and Very Low.
Educational
Attainment. It relates to a degree completed by any person.
Fringe
Benefit. It is an employee’s benefit other than wages or salary, as in
the form of a pension, vacation, insurance, etc.
Length of Service. It refers to the number of years the teacher taught in the
public schools.
Levels of Teachers Morale. This refers to intrinsic or extrinsic factors; as to
administration and supervision, working conditions and status, benefits and salary
and performance rating. The scale used is Very High, High, Moderate, Low and
Very Low.
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Management The act, art or manner of managing, handling, controlling, and
directing.
Morale. It is the level of quality of attitude or reactions of an individual
towards his job and general working environment.
Morale
Traits. It refers to a person’s system of habits, ideas, attitudes and
beliefs as seen in relation to group accepted norms and or ideal system of moral
standards.
Performance
Rating. This refers to the work output of teachers or any
organized accomplishments. The scale used is Outstanding, Very Satisfactory,
Satisfactory, Fair, Needs Improvement, Unsatisfactory.
Salary. A fixed payment at regular intervals for services of teachers.
Smorgasbord. Any widely carried assortment or collection.
Supervision. The management by overseeing the performance or operation
of a person or a group.
Teacher. This refers to a person engaged in classroom instruction, and is
eligible to exercise his profession.
Teachers’
Morale. It is the total satisfaction a person derives from his job,
his boss, the organization and his environment. It pertains to the general feelings of
well being, satisfaction and happiness of people.
Turnover. A change from one use, side, opinion, management, to another.
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Working
Conditions. These refers to the safety of a thing in the situation
setting in which the teacher performs his duties and functions.
Work
Satisfaction. It refers to the extent of fulfillment of needs in one’s job.
Work
Status. This refers to the information whether the work is still active or
has been abandoned.
Hypotheses of the Study
The study was guided by the following hypotheses:
1. There are significant differences on the levels of teachers’ morale as to
age, gender, civil status, position, educational attainment, number of
years in the service and performance rating.
2. There is a high relationship between levels of teachers’ morale and job
performance.
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METHODOLOGY
Locale of the Study
The study was conducted in East District of Valenzuela City during the first
semester, 2006-2007. The district consists of eight (8) elementary schools namely:
Bignay Elementary School, Punturin Elementary School, Lawang Bato Elementary
School, Canumay East Elementary School, Paso de Blas Elementary School,
Mapulang Lupa Elementary School, Silvestre Lazaro Elementary School and
General Tiburcio De Leon Elementary School. Among the schools enumerated,
Bignay Elementary School is the farthest and General Tiburcio De Leon Elementary
School is the nearest to the District Office and in the City. Schools are found and can
be located along the highway and teachers have to commute in a jeep going to the
Division and District Office. Figure 1 shows the location of the study.
Respondents
Table 1 portrays the demographic profile of teachers as to age, gender, civil
status, position, educational attainment, length of service, and performance rating.
As shown in the table, 17.08% was within 20-29 years old and below,
33.10% for ages 30-39 and ages 40-49; 50-59 with 14.23% and 60 and above was
2.49%.
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Table 1. Profile of the Respondents
Profile
Frequency
Percentage Rank
AGE
20-29
48
17.08 3
30-39
93
33.10 1.5
40-49
93
33.10 1.5
50-59
40
14.23 4
60 and above
7
2.49
5
Did not indicate
9
Total
281 100
%
GENDER
Male
51
18.02 2
Female
232 81.89 1
Did not indicate
7
Total
283 100
%
CIVIL STATUS
Single
54
19.57 2
Married
211 76.45 1
Legally Separated
0
0
4
Widow/er
0
3.99
3
Did not indicate
14
Total
276 100
%
POSITION
Teacher
I
183 66.30
1
Teacher
II
37
13.41 2
Teacher
III
32
11.59 3
Master Teacher I
19
6.88
4
Master Teacher II
5
1.81
5
Did not indicate
14
Total
276 100
%
EDUCATIONAL ATTAINMENT
Ph. D / Ed. D
0
0
4.5
M. A. with Doctoral Units
0
0
4.5
Bachelors
Degree 163 61.05 1
Master of Arts
25
9.36
3
Bachelors Degree with
79
29.59
2
M.A. Units
Did not indicate
23
Total
267 100
%
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____________________________________________________________________
LENGTH OF SERVICE
1 - 4
55
19.43
2
5 – 9
50
17.67
3
10 – 14
47
16.61
4
15 – 19
37
13.07
5
20 – 24
61
21.55
1
25 – 29
15
5.30
7
30 years and above
18
6.36
6
Did not indicate
7
Total
283 100
%
PERFORMANCE RATING
Outstanding
5
1.83
3
Very
Satisfactory 259 94.87 1
Satisfactory
9
3.30
2
Needs
Improvement
0
0
5
Fair
0
0
5
Unsatisfactory
0
0
5
Did not indicate
17
Total
273 100
%
The results pointed out that majority of the teachers belong to the middle age
bracket. They exceeded the percentage of the younger age and those belonging to the
old age bracket.
As could be gleaned from table 1, it reveals that 18.02% were males, while
81.89% were females. The findings pointed out that majority of the teachers were
females. They outnumbered the males by 64%.
As for the civil status, 19.57% were single; 76.45% were married; while
widower with 3.99%; None of the respondents were legally separated. As shown by
the results, majority of the teachers were already married.
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As presented in the table, 66.30% of the teachers were under Teacher I ;
13.41% under Teacher II; 11.59% in Teacher III; 6.88% for Master Teacher I and
1.81% for Master Teacher II.
This implies that majority of the teachers are still holding Teacher I positions.
They exceeded in percentage from those teachers holding Teacher II & III and
Master Teacher I & II positions.
Furthermore, table 1 discloses that 61.05% were Bachelor’s Degree holders;
9.36% finished their Master’s Degree and 29.59% with Bachelor’s degree with
M.A. units. None of the respondents had any chance to enroll in the doctoral level.
As could be gleaned from the table, it can be discerned that majority of the
teachers were Bachelors Degree holders. Very few of them had either masteral or
doctoral degrees. This insinuates that only a few of the teachers are desirous to
upgrade their educational attainment.
19.43% of the teachers had been in the job for 1-4 years; 17.67% for 5-9
years; 16.61% for 10-14 years; 13.07% for 15-19 years; 21.55% for 20-24 years;
5.30% for 25-29 years; and 6.36% for 30 years and above. This was so because
majority of the teachers were in the middle age group.
From the results, this indicates that many of the teachers are in their 20-24
year average length of service in teaching.
Moreover, it reveals that 1.83% had an Outstanding rating; 94.87% of the
teachers with a Very Satisfactory rating while 3.30% had a Satisfactory rating. The
Effects of Levels of Teachers’ Morale on their Job Performance
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31
results indicate that majority of the teachers had received a Very Satisfactory
performance rating. It shows that the teachers are doing their best in their teaching
work.
Instrumentation
The primary data gathering tool in this study was the questionnaire. It
consisted of two (2) parts namely: the demographic profile of teachers in East
District, Valenzuela City and the Levels of Teachers’ Morale.
Part I of the questionnaire contained the age, gender, civil status, position,
educational attainment/background, number of years in the service, latest
performance rating, and the school where the respondents are employed.
Part II dealt with the levels of teachers’ morale in terms of administration
and supervision, work status, working conditions, benefits/salary, and personal
aspects. The respondents were oriented on how to check the number that
corresponds to their choice using a five-point scale.
Data Collection
The researcher asked permission from the Schools Division Superintendent
of Valenzuela City, and the District Supervisor of Valenzuela East District to
administer questionnaires. The researcher was assisted by the principals of each
school in administering and collecting the data from the teachers.
Effects of Levels of Teachers’ Morale on their Job Performance
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32
Statistical Analysis
The data are presented in tables, classified and analyzed. The statistical tools
involved were percentage, weighted mean and ranking. Data were subjected to
frequency counts, percentage, computation of mean scores, and ranking. The
Friedman’s Two-Way Analysis of Variance (ANOVA) was also employed to test the
significance of the obtained means.
a. Mean : f x w / n
Where : f - frequency
w – weighted value
n – number of cases
b. ANOVA
x 2
r = 12 Σ (R1)2 – 3 N (K + 1)
NK (K + 1)
Where : X 2
r - Friedman’s two-way ANOVA by ranks
N – Number of rows
K – Number of columns
The results were interpreted at .05 and .01 level of significance using the chi-
square table.
Correlation Coefficient was also utilized in determining the nature of the
relationship between levels of teachers’ morale and job performance. It was
identified through the Spearman Rank Correlation Coefficient.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
33
r
2 = 1 – 6 Σ D 2
N 3 - N
Where : r 2 - Spearman RHO
N – Total number of cases
D 2 – Sum of the squared differences between ranks
Scale used in determining levels of teachers’ morale:
Numerical Value
Limits
Descriptive Equivalent
5
4.21 – 5.00
Very High
4
3.41 – 4.20
High
3 2.61
–
3.40
Moderate
2 1.81
–
2.60
Low
1 1.00
–
1.80
Very
Low
Scale used in determining job performance:
Performance
Rating
Abbreviation
Numerical
Rating
Outstanding
O
8.60 – 10.00
Very Satisfactory
VS
6.60 – 8.59
Satisfactory
S
4.60 – 6.59
Unsatisfactory
US
2.60 – 4.59
Poor
P
2.59 and below
Effects of Levels of Teachers’ Morale on their Job Performance
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34
Scale used in determining relationship between teachers’ morale and job
performance.
Correlation Value:
Descriptive Equivalent
0.00 to ± 0.20
negligible correlation
± 0.21 to ± 0.40
low or slight correlation
± 0.41 to ± 0.70
marked or moderate relationship
± 0.71 to ± 0.90
high relationship
± 0.91 to ± 0.99
very high relationship
± 1.00
perfect correlation
Effects of Levels of Teachers’ Morale on their Job Performance
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RESULTS AND DISCUSSION
This chapter presents the data, findings and discussions of the study. The data
of the study are presented in tables.
Levels of Teachers’ Morale
Administration and Supervision. Maya (2000) stated that morale is important
in any organization. It is a significant factor in the success of the organization. In the
school, there is a need for the administrator to create high morale among his staff. A
harmonious relationship between the administrator and his subordinates is essential
to achieve high morale. It is important for the administrator to understand and get
along with his teachers since this is precisely the primary step in achieving success
in carrying out his function, which is to implement the goals and objectives of the
school.
The study on the practices of the school administrator and other factors
affecting the morale of teachers was based on the concept that these practices of the
administrators affect teachers’ morale.
Table 2 presents the levels of teachers’ morale as to administration and
supervision. The table reveals that all the aspects were cited high by the teacher
respondents. The first three in rank were; Opportunities for developing sense of
responsibility and leadership, Opportunities to apply educational preparation and for
Effects of Levels of Teachers’ Morale on their Job Performance
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Table 2. Levels of Teachers’ Morale As to Administration and Supervision
Indicators
Weighted
Descriptive
Rank
Mean
Equivalent
a. Opportunities to apply educational
3.76
High
2
preparation
b. Opportunities for developing sense of
3.82
High
1
responsibility and leadership
c. Freedom to present problems, complaints 3.65
High
7.5
without fear of harassment
d. Satisfaction with the administration and
3.72
High
5
supervision
e. Orientation procedure to new personnel
3.65
High
7.5
f. Opportunities for independent thought
3.74
High
3
and action
g. Employee involvement and participation
3.71
High
6
h. Opportunities to stimulate group loyalty
3.73
High
4
and team spirit
i. Ability to influence institutional policy
3.62
High
9
j. Opportunities to rate/evaluate the admin-
3.58
High
10
istration in your school
Over all Mean
3.70
High
Scale :
5 = 4.21 – 5.00
Very High
4 = 3.41 – 4.20
High
3 = 2.61 – 3.40
Moderate
2 = 1.81 – 2.60
Low
1 = 1.00 – 1.80
Very Low
independent thought and action. The last two ranks were; Ability to influence
institutional policy and opportunities to rate and evaluate the administration in your
school.
As confirmed by the over all mean of 3.70, the level of teachers’ morale is
high as to Administration and Supervision. This finding implies that the teachers
Effects of Levels of Teachers’ Morale on their Job Performance
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37
were generally contented with the quality of supervision given to them, the
management skills and competencies of their school heads including the morale and
team spirit created by their administrators. This also implies that the public schools
have competent school heads who are able to affirm their teachers that they are doing
well in their job. Thus, they are able to give their support as their mission partners in
educating the learners entrusted under their care.
The results agree with the study of Hoy et. al (2001) that the nature of the
relationship between teachers and administrators and the quality of leadership
correlate highly with teachers’ satisfaction.
Teachers need to be recognized and they should be involved in any course of
plans, actions and freedom. Teachers need freedom. A principal who listens to his
teachers is able to identify better both the negative and positive in the school
environments. Teachers experience satisfaction if principals actively stand behind
teachers. This was supported by Blaise and Kirby (1991) that effective principals
serve as guardians of teachers instructional time, assist teachers with discipline
matters, and support teachers’ authority in enforcing policy.
This findings also agree with the study of Bronlikit (1976) who further
stressed on teacher participation in decision making that teachers have the right to
know plans and policies being formulated by the administrator, particularly those
that affect their welfare, their conditions and their morale.
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Work Status. Table 3 presents the levels of teachers’ morale as to work
status of the teachers. The table indicates that all the aspects under work status were
rated high by the teacher respondents since the obtained over all mean is 3.69.
The teachers perceived that their morale as to work status is high in security
of tenure, appointment/placement according to educational qualifications and
competencies, attainment of high professional working standards, clear policies on
promotion and tenure, satisfaction in being able to contribute to society, notification
of promotional opportunities, and outlets for creative inclination or special abilities
(singing, dancing, painting, etc.)
The teachers perceived that their morale as to work status when ranked is
highest in security of tenure and outlets for creative inclination or special abilities
have the lowest mean.
As Herzberg (2002) stated, some factors that would raise the morale of
teachers as regards to work status are: achievement, recognition, responsibility, and
promotion. Based on the findings, teachers need security in their profession and their
work. Every school year, teachers are needed in the public schools due to the mass
population and enrolment. Lots of teachers are hired, however, most of their
appointments are, as contractual, probationary or temporary status. Some teachers
really demand for a regular or permanent position for security purposes. Aside from
security benefits, promotion is another factor that every teacher wishes or demands.
Effects of Levels of Teachers’ Morale on their Job Performance
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Table 3. Levels of Teachers’ Morale on Work Status
Indicators
Weighted
Descriptive
Rank
Mean Equivalent
a. Appointment and placement according
to educational qualification and competen-
cies
3.72
High
2
b. Security of tenure
3.83
High
1
c. Clear policies on promotion and tenure
3.69
High
4
d. Notification of promotional opportunities 3.62
High
6
e. Attainment of high professional working
3.70
High
3
standards
f. Outlets for creative inclination or special
3.59
High
7
abilities
g. Satisfaction in being able to contribute to 3.67
High
5
society
Over all Mean
3.69
High
Scale :
5 = 4.21 – 5.00
Very High
4 = 3.41 – 4.20
High
3 = 2.61 – 3.40
Moderate
2 = 1.81 – 2.60
Low
1 = 1.00 – 1.80
Very Low
The findings also agree with the study of Wong and Wong (2005), where he
referred to teacher promotion as an important issue in school administration that
deserves more academic attention. Aside from promotion, is the compensation
system, which can be flexible and frequently be adjusted with the performance of
individual staff members. Promotion is therefore the most important reward that
principals use.
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Working Conditions. As illustrated in Table 4, the levels of teachers’ morale
as to working conditions indicate that teachers morale is high since the over all mean
is 3.67.
Cleanliness of surroundings and other services was ranked first. Teacher
respondents perceived a moderate response on library services & facilities, comfort
rooms, and audio-visual rooms, maybe because public schools can not afford to have
such TV’s, VCD/DVD’s and other electronic devices, complete sets of books such as
encyclopedia, dictionaries, clean and comfortable comfort rooms and others since
they lack funds and support from the national and local government.
Pleasant working conditions also involve having an adequate supply of
materials. At the opening of every school year, teachers in the public schools have to
purchase from their personal funds such things as chalk, erasers, lesson plans, books,
miscellaneous forms and stationeries. If teachers have no supplies, and instructional
materials and equipments needed for teaching, their job satisfaction is likely to
disappear.
The study of Perrie and Baker (1997) indicated that student behavior, school
atmosphere, and teacher autonomy are also working conditions associated with
teacher satisfaction. That is, the more favorable the working conditions are, the
higher the satisfaction and morale scores are.
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Table 4. Levels of Teachers’ Morale as to Working Conditions
Indicators
Weighted
Descriptive
Rank
Mean Equivalent
a. Cleanliness of surroundings and other
4.04
High
1
services
b. Information system (personal directory,
3.72
High
8
telephone, computer, etc.)
c. Professional services (legal guidance and 3.69
High
9
counseling, etc.)
d. Teaching loads and schedules
3.81
High
4
e. Faculty room/office
3.52
High
10
f. Classrooms
3.79
High
5
g. Audio-Visual rooms
3.28
Moderate
13
h. Comfort Rooms
3.35
Moderate
12
i. Library services and facilities 3.38
Moderate
11
j. Respect and prestige in the profession
3.84
High
3
k. Fulfillment in personal ambition
3.75
High
6
l. Involvement in cooperative undertakings 3.74
High
7
(projects, exhibits, culminating activity, etc)
m. Friendly and supportive relationship
3.85
High
2
rather than being primitive and threate-
ning.
Over all Mean
3.67
High
Scale :
5 = 4.21 – 5.00
Very High
4 = 3.41 – 4.20
High
3 = 2.61 – 3.40
Moderate
2 = 1.81 – 2.60
Low
1 = 1.00 – 1.80
Very Low
The findings agree with the study of Domanog (2005) and with an internet
archive published by ERIC Digest (1991) which pointed out the effects of working
conditions on faculty attitudes, autonomy, freedom to choose textbooks, programs
Effects of Levels of Teachers’ Morale on their Job Performance
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42
and media, opportunities to be creative and the work environment that enhanced
satisfaction.
On the other hand, Belgican (1981) pointed out that for different people,
there are factors that make working conditions pleasant. However such qualities as
attractiveness, cleanliness, up to date equipment, provisions of employees comfort
and moral support from the administration appear to be what every teacher desires.
Benefits and Salary. Table 5 presents the levels of teachers’ morale as to
benefits and salary. It obtained an over all mean of 3.60, interpreted as High. This
means that the teachers were very satisfied with the monetary rewards and benefits
that they received. They also claimed that their pay is given on time.
Based on the findings, the first three ranks were: Clothing allowance,
Bonuses, and Maternity or Paternity leave with pay. It shows that their attitudes and
state of mind have been heightened and propelled to be committed to their job by the
valid compensation practices.
Yearly, teachers are advised to have new sets of school uniforms, and are
obliged to buy school materials to be used in teaching the learners. It is significant to
note that based on the findings, teachers perceived that clothing allowance and bonus
of the teachers were met and given on time and on regular basis. This means pay is
one of the important demands of the teachers. The results also indicate that sick leave
with pay and medical/dental hospitalization benefits were rated moderately by the
respondents. This maybe so because teachers feel that they are treated as lower
Effects of Levels of Teachers’ Morale on their Job Performance
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Table 5. Levels of Teachers’ Morale as to Benefits and Salary
Indicators
Weighted
Descriptive
Rank
Mean Equivalent
a. Sick leave with pay
3.27 Moderate
10
b. Medical, Dental Hospitalization benefits
3.35 Moderate
9
c. Maternity/Paternity Leave with pay
3.80
High
3
d. Clothing Allowance
3.98
High
1
e. Bonuses
3.97
High
2
f. Establish salary scales based on position,
3.75
High
4
educational qualifications and experience
g. Longevity pay
3.44
High
7
h. Annual review of salary
3.41
High
8
i. Salary adjustment
3.51
High
6
j. Salary given on time
3.56
High
5
Over all Mean
3.60
High
Scale :
5 = 4.21 – 5.00
Very High
4 = 3.41 – 4.20
High
3 = 2.61 – 3.40
Moderate
2 = 1.81 – 2.60
Low
1 = 1.00 – 1.80
Very Low
priorities and given less attention by the government on the needs of the teachers
particularly their health. Philheatlh, Fortune Care, and other health insurances are
some proofs why teachers have high morale. Everytime teachers are hospitalized,
they only pay a portion of their total bills due to the benefits that the government
gives.
Pay is also usually used as a motivating factor for teacher retention. This
finding agrees with the study of Rimas (1977) as cited by Domanog, who found that
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
44
the strongest economic reason for teacher retention, indicated a very important
aspect of the teachers’ financial needs.
Further studies agree with Wick & Bweggs (1971) as cited by Maya (2000),
on salary and morale, further explained that poor salary scale leads to job
dissatisfaction.
Pay therefore is only one factor, and indeed it was already noted that where
there is a higher national level of pay (as in leadership), morale can reach its own
level. However, money is not the only demoralizer in education. In each and every
survey of teacher morale, the same range of demoralizing factors are mentioned:
discipline, class size, the imposition by the government of the national curriculum
and so on.
Personal Aspects. Table 6 presents the characteristics or attitudes of teachers
towards their job. Generally, teacher respondents had a high morale on personal
aspects.
As seen in Table 6, the respondents had a very high morale. Rank one is on,
having great pride in my profession, The teachers perceived that they do believe that
teaching is among the noblest of all professions, since they mould the young minds
and believed they are the builders of the nation. Moreover, based from the findings,
teachers are contented already with their profession since this aspect had the lowest
rank.
Effects of Levels of Teachers’ Morale on their Job Performance
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Table 6. Levels of Teachers’ Morale as to Personal Aspects
Indicators
Weighted
Descriptive
Rank
Mean Equivalent
a. Committed to educating the young
4.18
High
2.5
b. Enjoys the company of my co-workers
3.72
High
8
c. Works energetically, cheerful and helpful
3.69
High
9
d. Loyal to school I am presently assigned
3.81
High
6
e. Willing to make decisions
3.52
High
10
f. Likes and respect those authority over me
3.79
High
7
g. Contented with my profession
3.28
High
13
h. Expects to continue and retire in my
3.35
High
12
profession
i. Always come on time
3.38
High
11
j. Always present in my work
3.84
High
5
k. Accept challenging tasks
4.12
High
4
l. Have great pride in my profession
4.22
Very High
1
m. Optimistic
4.18
High
2.5
Over all mean
3.77
High
Scale :
5 = 4.21 – 5.00
Very High
4 = 3.41 – 4.20
High
3 = 2.61 – 3.40
Moderate
2 = 1.81 – 2.60
Low
1 = 1.00 – 1.80
Very Low
This was supported by the study of Segumpan (1995) as cited by Lita, who
stressed that since teachers are already contented as professionals, they possess good
characteristics of being a teacher, wherein they work energetically, respect their own
judgment, and those authority over them, willing to make decisions, and accept full
responsibility for any course of action.
Segumpan (1995) also stressed that teachers with low morale, avoid making
decisions in accepting challenging responsibilities because they feel that they will
Effects of Levels of Teachers’ Morale on their Job Performance
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46
obtain little or no credit or reward for correct action, or they maybe highly censured
of their mistakes. They dislike their superiors, co-workers, and take little pride in
their profession. They are always unhappy, tardy, worried and pessimistic.
Sison (1991) ascertained that a person with positive attitudes performs his job
willingly and enthusiastically.
Profile of Respondents and Levels of Teachers’ Morale
Besides knowing the level of teachers’ morale, it is the interest of this study
to further ascertain if there are significant differences when they are grouped and
compared according to age, gender, civil status, position, educational attainment,
length of service and performance rating. Table 7 shows the comparisons.
2
Age. Table 7 shows the computed x values of 23.42(administration and
supervision), 20.46 (work status), 25.24 (working conditions), 19.24 (benefits and
2
salary), and 39.81 (personal aspects) are higher than the tabulated x values of 9.49
at .05 level of significance. This means that the hypothesis stating that there are
significant differences on levels of teachers’ morale in terms of age is accepted.
This finding means that the different age groups of the respondents had
different levels of teachers’ morale as to administration and supervision, work status,
working conditions, benefits and salary and personal aspects.
Effects of Levels of Teachers’ Morale on their Job Performance
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47
Based from the findings, majority of the respondents, ages 50 and above had
a higher level of morale than the younger ones particularly on personal aspects when
they were compared according to ages.
This further implies that teacher respondents who are 50 years old and above
were contented with the kind of administration and supervision they have, and were
satisfied with their working conditions. Pay was not primarily a factor in
demoralizing them, and they perceived or showed good characteristics or attitudes
toward their job.
The results also imply that administrators are the key to the success of every
teacher, thus a good teacher results to highly motivated learners.
An administrator builds a higher morale on teachers if they are being
recognized. Teachers perceive satisfaction on their jobs if administrators are behind
them. Moreover, teacher morale is also high in schools if administrators create good
working conditions and provide clear and comprehensive work status.
2
Gender. The computed x value of 9.2 (administration and supervision),
24.51 (work status) 4.9 (benefits and salary), and 3.89 (personal aspects) are higher
2
than the tabulated x value of 3.84 at .05 level of significance. This means that the
hypothesis stating that there are significant differences on levels of teachers’ morale
in terms of gender as to administration and supervision, work status, benefits and
salary and personal aspects is accepted.
Effects of Levels of Teachers’ Morale on their Job Performance
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2
The computed x value of 0.19 (working conditions), is lower than the
tabulated value at .05 level of significance, therefore the hypothesis stating that there
are significant differences on levels of teachers’ morale in terms of working
conditions is rejected.
Based from the findings, female teachers had a higher level of morale on
administration and supervision, benefits and salary, and personal aspects. This
maybe because most of the administrators in the educational setting are females.
Females are more ambitious or level headed, affectionate and they value their work.
On the other hand, male teachers had a higher level of morale on work status, and
working conditions. This is so because most of the male teachers are simply
contented with the kind of work they have regardless of their positions and benefits
for as long as they are holding a permanent position.
2
Civil Status. The computed x value of the teacher respondents with regard to
their civil status, 5.0 (administration and supervision), and 0.58 (works status), are
2
lower than the tabulated x value of 5.99 at .05 level of significance. This means that
the hypothesis stating that there are significant differences on levels of teachers’
morale in terms of civil status as to administration and supervision, and work status,
is rejected. This means that the married and single respondents had similar levels of
teachers’ morale.
Effects of Levels of Teachers’ Morale on their Job Performance
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49
2
The computed x value of 9.3 (working conditions), 14.92 (benefits and
2
salary), 13.24 (personal aspects) are higher than the tabulated x value of 5.99 at .05
level of significance. This means that the hypothesis stating that there are significant
differences on levels of teachers’ morale in terms of civil status as to working
conditions, benefits and salary and personal aspects is accepted.
Based from the findings, married teacher respondents may demand a higher
salary and more benefits since they had families to support as compared to the single
teacher respondents.
2
Position. The computed x value of 30.54 (administration and supervision),
25.53 (work status), 38.8 (working conditions), 25.78 (benefits and salary), and
2
48.33 (personal aspects) are higher that the tabulated x value of 9.49 at .05 level of
significance. Therefore the hypothesis, stating that there are significant differences
on levels of teachers’ morale in terms of position is accepted.
This means that the different teacher respondents as to positions had different
levels of teachers’ morale as to administration and supervision, work status, working
conditions, benefits and salary and personal aspects.
Based from the findings, Master Teachers perceived a higher level of morale
than those having a position of Teacher I, II, and III. Perhaps they are now contented
on the administration they have, the salary they receive, their work place, and others.
Effects of Levels of Teachers’ Morale on their Job Performance
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50
Moreover, Teacher I had the lowest level of morale since they are new, they are still
in the adjustment period and they have the lowest salary bracket.
2
Educational
Attainment. The computed x value of 6.65 (administration and
supervision), 8.32 (working conditions), 14.0 (benefits and salary), 10.02 (work
2
status), and 21.76 (personal aspects), are higher than the tabulated x value of 5.99
at .05 level of significance. This means that the hypothesis stating that there are
significant differences on levels of teachers’ morale in terms of educational
attainment as to administration and supervision, working conditions, benefits and
salary, work status and personal aspects is accepted.
This means that teachers having a bachelors degree had different levels of
morale with those teachers with masteral degree or with Ph.D. units.
Those with masters degree may have a higher level of morale since they have
a higher salary scale as compared to those with bachelors degree holders having
lower salary scale.
2
Length of Service. Based from the findings, the computed x value of 40.54
(administration and supervision), 38.13 (work status), 44.67 (working conditions),
44.21 (benefits and salary), and 30.76 (personal aspects) are higher than the tabulated
2
x value of 12.50 at .05 level of significance. This means that the hypothesis stating
that there are significant differences on levels of teachers’ morale in terms of length
of service is accepted.
Effects of Levels of Teachers’ Morale on their Job Performance
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51
This implies that the different respondents with more years of teaching had a
higher level of morale than those with fewer years of experience as to administration
and supervision, work status, working conditions, benefits and salary and personal
aspects.
The teachers who have more years in service may have a higher level of
morale than those with fewer years in service because they are already familiar with
their job, they can relate well to their administrators, have higher salary scales and
are contented with their job.
2
Performance
Rating. The computed x value of 15.8 (administration and
supervision), 29.58 (working conditions), 31.36 (personal aspects) 8.95 (work
2
status), and 9.05 (benefits and salary) are higher than the tabulated x value of 5.99
at .05 level of significance. Therefore the hypothesis stating, that there are significant
differences on the levels of teachers’ morale in terms of performance rating is
accepted. This means that teachers with satisfactory rating had lower level of morale
as compared to teachers with very satisfactory and outstanding rating. Teachers with
very satisfactory rating were very much contented on how their administrators
evaluate their performances and also were contented with regard to their work place.
Correlation Between Job Performance and Levels of Teachers’ Morale
Table 8 represents the correlation between job performance and levels of
teachers’ morale.
Effects of Levels of Teachers’ Morale on their Job Performance
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52
Table 8. Correlation between Job Performance and Levels of Teachers’ Morale
Aspects Correlation
Value
Description
1. Administration and Supervision
0.43
Moderate
Relationship
2.
Work
Status
0.06
Negligible
Relationship
3.
Working
Conditions 0.06
Negligible
Relationship
4.
Benefits
and
Salary
0.81
High
Relationship
5.
Personal
Aspects
0.04
Negligible
Relationship
Interpretation of Correlation Value: Descriptive Equivalent
0.00 to ± 0.20
negligible correlation/relationship
± 0.21 to ± 0.40
low or slight correlation/relationship
± 0.41 to ± 0.70
marked or moderate relationship
± 0.71 to ± 0.90
high relationship
± 0.91 to ± 0.99
very high relationship
± 1.00
perfect correlation/relationship
Based from the table, there is a moderate relationships between
administration and supervision and job performance with the computed correlation
value of 0.43. This means that job performance of teachers were moderately affected
by the way how their administrators relate, and influence the life and work of
teachers as well as on how morality matters. Good governance results to job
satisfaction of teachers. Supportive administrators give a positive effect on the
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
53
performance of teachers. By acknowledging the works, expertise and knowledge of
the teachers, this gives a positive output on the part of the teachers which also results
as a motivating factor of the teachers to give their best in the teaching and learning
process.
Morale is important in any organization. It is a significant factor in the
success of the organization. In the school, there is a need for the administrator to
create a high morale among his staff. A harmonious relationship between the
administrator and his subordinates is essential to achieve high morale. It is important
for the administrator to understand and get along with his teachers since this is
precisely the primary step in achieving success in carrying out his functions, which is
to implement the goals and objectives of the school.
From the study of Purisima (1986), it was disclosed that teacher’s job
satisfaction is important in quality education. He disclosed further that there are
various practices, conditions and policies in the school especially in the area of
administration and supervision which can influence or affect teachers’ job
satisfaction and loyalty. The author further stressed that there is a desired satisfaction
in the teaching job among the school administrators, teachers, pupils and in the
community
With the computed correlation value of 0.06 and 0.04, Table 8 shows a
negligible correlation between job performance, work status, working conditions,
and personal aspects.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
54
This means that the job performance of the teachers was not affected in any
way by their work status, working conditions and personal aspects. Teachers still do
believe that the heart or center of their profession is teaching the learners with the
best of their abilities regardless of their surroundings, nature of their work, status of
their profession and other factors that threaten their work.
This is contrary to the study of Sinclair (1992) where he discovered that the
conditions under which teachers work are often set up in such a way as to deny a
teacher a sense of efficacy, success and self-worth. They found that teacher
frustration and dissatisfaction were commonly related to; lack of recognition for
accomplishments; lack of teacher input into decisions that directly affected their
work; administrative decisions that undermine teacher professional judgement and
expertise; and absence of debate about new or alternative practices.
Otto (1986) in a research work with samples of Australian teachers, has
indicated stressors in the area of the work role, role conflict and ambiguity, lack of
recognition, poor physical environment and resources, lack of control and decision
making power, poor communication, and the emotional demands of teaching. Other
findings pointed out seven stress factors namely: pupil discipline, poor remuneration,
curriculum demands, low professional recognition, poor working conditions,
community antagonisms, and time demands.
There is a high relationship between benefits or salary and job performance
since the computed correlation value is 0.81. This means, that pay does matter.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
55
Benefits and salary of teachers really affects the job performance of teachers. Salary
is believed to be a motivating factor for teacher’s retention, job satisfaction and
morale. Basically, in the educational setting in the public sector, one of the demands
of the teachers is an increase of their salary. It has been ten years, since teachers
experienced an across the board increase of their salaries.
Salaries really affect the job performance of teachers. If teachers receive a
higher amount of salary, probably, teachers may be motivated to work more and give
their best in teaching. Whereas, if teachers receive a small amount of salary this may
certainly affect the job of the teacher and he usually shifts to other professions.
This was supported by the report of the School Teachers’ Review Body
(2002) which stated that teachers pay is linked to performance.
On the study of Wick and Bweggs (1971), they supported that on salary and
morale, poor salary can lead to job dissatisfaction. Salary is important to morale when
teachers were asked to rank a series of job factors. In the order of importance in
improving teachers morale, salary was found to be of primary importance. It was
followed by recognition of achievement and good physical plant and equipment.
Ravitch (2003) stated that increasing teachers’ salary will significantly reduce
the retention problem. Higher pay impacts to those who decide to stay in teaching and
who goes looking for greener pastures. Compensation systems signal what skills and
attributes are valued and what kind of contributions reap rewards. Good teachers are
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
56
being driven away by the poor conditions under which they teach, the lack of
professional respect they are accorded, and scandalously low salary structures.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
57
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter consist of the summary of the study, the conclusions derived
from its various findings and recommendations.
Summary
The focus of this study is on the levels of teachers’ morale on their job
performance in East District, Valenzuela City. The study determined the demographic
profile of public elementary teachers in terms of age, gender, civil status, position,
educational attainment, length of service, and performance rating; the levels of
teachers’ morale in terms of administration and supervision, work status, working
conditions, benefits and salary, and personal aspects; and the correlation between
levels of teachers’ morale and job performance
This study was conducted during the first semester of 2006-2007.
The instruments used in this study were weighted means, frequency,
descriptive statistics and analysis of variance to derive the expected results.
The findings of the study are the following:
1. The teacher respondents were predominantly female, 30-49 age group,
mostly married, have a position of Teacher I, mostly bachelors degree holders, with
20-24 years in experience and mostly having a very satisfactory performance rating.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
58
2. The teachers of the different schools in Valenzuela East District claimed
that they had a high level of morale along the following aspects: Administration and
Supervision, Work Status, Working Conditions, Benefits and Salary, and Personal
Aspects.
a. As to age, age bracket 40 and above showed a higher level of morale as to
administration and supervision, work status, working conditions, benefits and salary
and personal aspects as compared to the younger ones.
b. As to gender, the females had a higher level of morale compared to the
males as to administration and supervision, benefits and salary and personal aspects.
c. As to Civil Status, the single teachers had a higher level of morale on
working conditions, benefits and salary and personal aspects as compared to the
married teachers and widowed teachers.
d. As to Position, Master teachers had a higher level of morale on
administration and supervision, work status, working conditions, benefits and salary
and personal aspects as compared to Teacher I, II, III teachers.
e. As to Educational Attainment or Background, the master’s degree holders
had a higher level of morale on administration and supervision, work status, working
conditions, benefits and salary and personal aspects than those with bachelors degree
only.
f. As to the number of years in the service, the teachers’ level of morale
increased as they stay in their job. Those who had been teaching for 20 years and
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
59
above, claimed that they had a higher level of morale as compared to those with 0 -
19 years of service.
g. As to Performance Rating, the teachers with outstanding rating showed a
higher morale as to Administration and Supervision, Work Status, Working
Conditions, Benefits and Salary, and Personal Aspects as compared to teachers with
very satisfactory rating and teachers with satisfactory rating only.
3. There was a moderate relationship between administration and supervision
and job performance; negligible correlation between job performance, work status,
working conditions, and personal aspects while a high relationship existed between
benefits / salary and job performance.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. The teachers of East District of Valenzuela City have different
demographic profiles.
2. The levels of teachers’ morale are high.
3. There are significant differences on the levels of teachers’ morale as to
age, gender, civil status, position, educational attainment, length of service and
performance rating.
4. Benefits and salary have a high correlation with job performance.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
60
Recommendations
Based on the findings and conclusions, the following are recommended:
1. Teachers should strive to finish their master’s and doctoral degrees. They
are also encouraged to attain a higher performance rating of Outstanding.
2. Since majority of the classroom teachers are females, high school male
students can be motivated to enroll in education courses.
3. Teachers with low morale should look at teaching as a service profession
and focus more on developing a sense of loyalty and pride as molders of the minds of
the youth.
4. School administrators are encouraged to seek sources of funding for the
need of the teaches and students, such as audio-visual rooms, comfort rooms and
library services.
5. School administrators should implement policies on teachers’ security of
tenure, appointments according to personal qualities and educational backgrounds and
professional standards.
6. The Department of Education should recommend to lawmakers, possible
increases in the salaries of teachers as well as on benefits like sick leaves with pay as
well as free medical and dental services.
7. Further study can be conducted on the correlation between levels of
teachers’ morale and students/pupils morale
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
61
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Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
66
Appendix A
Letter of Permission to Schools Division Superintendent
Department of Education
National Capital Region
Division of City Schools – Valenzuela
Valenzuela City
May 3, 2006
ALMA BELLA O. BAUTISTA
Schools Division Superintendent
Division of Valenzuela City
Valenzuela City
Madam:
Greetings of peace and joy!
The undersigned, a student of the Graduate School of Benguet State
University, La Trinidad, Benguet is presently doing a research on: Effects of
Levels of Teachers’ Morale on their Job Performance in Valenzuela East
District, Division of Valenzuela City.
In this regard, I would like to request your kind permission to
administer my questionnaires to the teachers of East District, Valenzuela
City. As a graduate of public school, I believe that this study will aid the
survival and growth of my alma mater as well as other schools.
Thank you very much and I await your favorable response to this letter
of request.
Very truly yours,
WALTER H. FABRO
Noted:
MARYJANE L. LARUAN, Ph. D.
Adviser
TESSIE M. MERESTELA, D. Agr.
Dean, Graduate School
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
67
Appendix B
Letter of Permission to Principals
Department of Education
National Capital Region
Division of City Schools – Valenzuela
Valenzuela East Disrtrict
Valenzuela City
May
3,
2006
AIDA R. SAN JUAN
Coordinating Principal
Valenzuela East District
Madam:
I have the honor to request from your good office permission to administer
questionnaires to all schools in your district.
This in connection with my research entitled: Effects of Levels of
Teachers’ Morale on their Job Performance in Valenzuela East District,
Division of Valenzuela City.
Thank you and hoping for your kind consideration.
Very truly yours,
WALTER H. FABRO
Researcher
Noted :
MARYJANE L. LARUAN, Ph. D.
Adviser
Recommending Approval :
TESSIE M. MERESTELA, D. Agr.
Dean, Graduate School
Approved:
ALMA BELLA O. BAUTISTA
Schools Division Superintendent
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
68
Appendix C
Letter to Respondents
Department of Education
National Capital Region
Division of City Schools - Valenzuela
Valenzuela City
May 3, 2006
Dear Respondents:
The undersigned is conducting a study in connection with his masteral
thesis “Effects of Levels of Teachers’ Morale on their Job Performance in
Valenzuela East District, Division of Valenzuela City”.
May I request your full cooperation in answering the questionnaire in
order to gather data.
Your frank and honest opinion is very important and valuable in the
successful completion of this undertaking. There are no wrong answers but
please do not leave any item unanswered.
Thank you very much.
Very truly yours,
WALTER H. FABRO
Noted :
MARYJANE L. LARUAN, Ph. D.
Adviser
TESSIE M. MERESTELA, D. Agr.
Dean, Graduate School
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
69
Appendix D
Questionnaire
Name of respondent : (optional) _____________________________________
School : ________________________________________________________
A. Demographic Profile
1. Age
20-29 ( )
40-49 ( )
60 and above ( )
30-39 ( )
50-59 ( )
2. Gender
Male ( )
Female
( )
3.
Civil
Status
Single
(
)
Married
( )
Legally
Separated
(
)
Widow /er
( )
4.
Position
Teacher
I
(
)
Teacher
II
(
)
Teacher
III
(
)
Master Teacher I
( )
Master
Teacher
II
(
)
Others,
Pls.
Specify
____________________
5. Educational Attainment / Background
Ph.
D.
/
Ed.
D.
(
)
Masteral
with
Doctoral
Units
(
)
Bachelors
Degree
(
)
Master of Arts
( )
Bachelors Degree with MA Units
( )
Others,
Pls.
Specify
___________________
6. Number of years in the service (Teaching)
1-4
( )
15-19 ( )
20-24 ( )
30 and above ( )
5-9
( )
10-14 ( )
25-29 ( )
7. Latest Performance Rating (SY-2005-2006)
O – Outstanding
VS – Very Satisfactory
S – Satisfactory
F – Fair
NI – Needs Improvement
US
–
Unsatisfactory
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
70
B. Below is a checklist of areas which affect your morale. Opposite each item are
five (5) columns where you will evaluate to what level your morale is. Check the
appropriate item that applies to you.
5 – Very High 4 – High
3 – Moderate 2 – Low 1 – Very Low
LEVELS OF TEACHERS MORALE:
Very High Moderate Low Very
High
Low
1. Administration and Supervision
5 4
3 2
1
a. Opportunities to apply educational preparation ( )
( )
( ) ( )
( )
b. Opportunities for developing sense of
responsibility and leadership
( )
( )
( ) ( )
( )
c. Freedom to present problems, complaints
without fear of harassment
( )
( )
( ) ( )
( )
d. Satisfaction with the administration and
Supervision
( )
( )
( ) ( )
( )
e. Orientation procedure to new personnel ( )
( )
( ) ( )
( )
f. Opportunities for independent thought and
action ( )
( )
( ) ( )
( )
g. Employee involvement and participation
in decision making
( )
( )
( ) ( )
( )
h. Opportunities to stimulate group loyalty and
team spirit
( )
( )
( ) ( )
( )
i. Ability to influence institutional policy
( )
( )
( ) ( )
( )
j. Opportunities to rate/evaluate the administration
in your school
( )
( )
( ) ( )
( )
k. Others, pls. specify ___________
( )
( )
( ) ( )
( )
2. Work Status
a. Appointment and placement according to
educational qualification and competencies ( )
( )
( ) ( )
( )
b. Security of tenure
( )
( )
( ) ( )
( )
c. Clear policies on promotion and tenure
( )
( )
( ) ( )
( )
d. Notification of promotional opportunities
( )
( )
( ) ( )
( )
e. Attainment of high professional working
standards
( )
( )
( ) ( )
( )
f. Outlets for creative inclination or special
abilities (singing, dancing, etc.)
( )
( )
( ) ( )
( )
g. Satisfaction in being able to contribute to
society
( )
( )
( ) ( )
( )
h. Others, pls. specify________________
( )
( )
( ) ( )
( )
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
71
3. Working Conditions
a. Cleanliness of surroundings and other services ( )
( )
( ) ( )
( )
b. Information system (personal directory,
telephone, computer, etc.)
( )
( )
( ) ( )
( )
c. Professional services (legal guidance and
counseling, etc.)
( )
( )
( ) ( )
( )
d. Teaching loads and schedules
( )
( )
( ) ( )
( )
e. Faculty room/office
( )
( )
( ) ( )
( )
f. Classrooms
( )
( )
( ) ( )
( )
g. Audio-visual rooms
( )
( )
( ) ( )
( )
h. Comfort rooms
( )
( )
( ) ( )
( )
i. Library services and facilities
( )
( )
( ) ( )
( )
j. Respect and prestige in the profession
( )
( )
( ) ( )
( )
k. Fulfillment of personal ambition
( )
( )
( ) ( )
( )
l. Involvement in cooperative undertakings
(projects, exhibits, culminating activity, etc.) ( )
( )
( ) ( )
( )
m. Friendly and supportive relationship rather
than being primitive and threatening
( )
( )
( ) ( )
( )
n. Others, pls. specify _________________
( )
( )
( ) ( )
( )
4. Benefits/Salary
a. Sick leave with pay
( )
( )
( ) ( )
( )
b. Medical, dental hospitalization benefits
( )
( )
( ) ( )
( )
c. Maternity leave with pay
( )
( )
( ) ( )
( )
d. Clothing allowance
( )
( )
( ) ( )
( )
e. Bonuses
( )
( )
( ) ( )
( )
f. Establish salary scales based on position,
educational qualifications & experience
( )
( )
( ) ( )
( )
g. Longevity pay
( )
( )
( ) ( )
( )
h. Annual review of salary
( )
( )
( ) ( )
( )
i. Salary adjustment
( )
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j. Salary given on time
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k. Others, pls. specify ________________
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5. Personal
a. Committed to educating the young
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b. Enjoys the company of my co-workers
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c. Works energetically, cheerful and helpful
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d. Loyal to school I am presently assigned
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e. Willing to make decisions
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f. Likes and respects those in authority over me ( )
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g. Contented with my profession
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h. Expects to continue and retire in my
profession
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Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
72
i. Always come on time
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j. Always present in my work
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k. Accept challenging tasks
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l. Have great pride in my profession
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m. Optimistic
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n. Others, pls. specify ___________________ ( )
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Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
73
BIOGRAPHICAL SKETCH
Walter H. Fabro is the second child of Mr. Rogelio G. Fabro and Mrs. Pat H.
Fabro. He was born on February 25, 1978.
He finished his elementary education at Lucban Elementary School in
Baguio City, and his secondary education at Pines City National High School.
He finished his Bachelors degree at Saint Louis University, Baguio City
where he took Bachelor of Elementary Education, with specialization of Computer
Education.
He was employed right away after graduation at Don Bosco Elementary
School. After three years of teaching in the said school he decided to apply for a
permanent position in the public school.
At present he is now teaching at Bignay Elementary School in Valenzuela
City. He serves as a Grade Six teacher with teaching loads in Mathematics and
MSEP.
On August 2003 up to the present, he was appointed as District and School
MSEP coordinator, Personnel and Faculty Officer in the same school, appointed
secretary of the VEPESTA (Valenzuela East Public Elementary School Teachers
Association) and a Board of Director of Bignay Elementary School Cooperative.
Effects of Levels of Teachers’ Morale on their Job Performance
in Valenzuela City / Walter H. Fabro. 2007
Document Outline
- Effects of Levels of Teachers� Morale on their
Job Performance in Valenzuela City
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Background of the Study
- Statement of the Problem
- Objectives of the Study
- Importance of the Study
- Scope and Delimitation of the Study
- REVIEW OF LITERATURE
- Administration and Supervision
- Work Status
- Working Conditions
- Benefits and Salary
- Personal Aspects
- Correlation between Levels of Teachers� Morale and their Job Performance
- Definition of Terms
- Hypotheses of the Study
- METHODOLOGY
- Locale of the Study
- Respondents
- Instrumentation
- Data Collection
- Statistical Analysis
- RESULTS AND DISCUSSION
- Levels of Teachers� Morale
- Administration and Supervision
- Work Status
- Working Conditions
- Benefits and Salary
- Personal Aspects
- Profile of Respondents and Levels of Teachers� Morale
- Correlation Between Job Performance and Levels of Teachers� Morale
- Levels of Teachers� Morale
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- LITERATURE CITED
- Appendix
- BIOGRAPHICAL SKETCH