Motivation and Demotivation on Teachers Performance in Senior High School, Division of Olongapo City, Philippines

Abstract

This study focused on the relationship of motivation and performance of teachers in the Senior High School of Olongapo City. This study examined how motivation and demotivation factors influence teacher’s performance. This study utilized a descriptive research design which according to Cooper and Schindler (2003), involves surveying people using Google form, a social media platform to gather data needed for the study supported by interviews and recording their responses for analysis. Results revealed that teachers have high level of motivation both in terms of monetary and non-monetary benefits and they are highly demotivated on the factor over workloads. Greater proportion of the teachers are motivated by Job Security presents the motivation of the teachers in joining the teaching profession, moreover, on the average and majority of the teacher are on a motivated level at work. The senior high school teachers have an outstanding level of performance. This finding indicates that the teachers vary on level of level of performance as influenced by their age group and highest educational attainment. The result indicates a positive relationship between teachers’ level of motivation from monetary benefits and their level of performance. It can be inferred that when teachers receives greater monetary benefits, they tend to perform their teaching tasks on an outstanding level. It is recommended that the school management may continue to support and grant assistance to teachers to pursue graduate studies, plan and implement a more comprehensive school-based provision of both monetary and non-monetary benefits for the teachers and include in LAC sessions about the effect of teachers’ motivation in addressing the diversity of learners and teachers should strive to maintain their outstanding performance.